Abstrakt
The chapter looks at the issue of problem posing in mathematics classrooms and on one of its aspect-posing word problems in non-mathematical contexts that are motivating and appealing to contemporary children and teenagers. While word problems in textbooks are usually set in very conservative and outdated contexts distant from pupils' interests, the paper shows that teachers are able to pose this kind of problems, if they are aware of the importance of focusing on non-mathematical contexts of the problems they pose and provided chance and space to practice their skills and discuss and analyse posed problems together.
Then they are able to prepare tailor-made word problems for each particular group of pupils responding to their interests. When posing problems, teachers should never forget that they must be mathematically correct.
Problem posing reveals teachers' misconceptions in what number sentences actually represent in reality.