This session explores the power of student-generated problems in secondary mathematics. We cwill examine how problem posing appears both explicitly and implicitly in the curriculum and consider the classroom culture that is needed to nurture this curiosity. Through classroom examples, both mine and those of fellow educators, we will explore the diverse ways problem posing can take shape in the classroom.

Finally, we’ll reflect on potential obstacles to embedding this approach more consistently and explore strategies to overcome them. Liisa Suurtamm is a Math Instructional Coach with the DSB of Niagara currently working with teachers across the Grades 7-12. She is an instructor in the Intermediate Senior Teacher Education program at Brock University and a recipient of the OAME Leadership in Math Award.