Speaker: Dr. Ling Zhang, University of Cambridge (UK) & Southwest University (China)

Abstract Problem posing has long been seen as a vital intellectual activity in scientific investigation. As Einstein and Infeld (1938) pointed out, the formulation of an interesting problem is often more important than its solution. However, research and practice in problem posing is relatively new compared to problem solving. In this seminar, I will present the various strands of research I have conducted (some of which collaboratively with others) to better understand the various factors influencing students’ mathematical problem posing ability and identify ways to enhance this ability.
Specifically, I will discuss the use of eye-tracking and other apparatus as part of an experimental research design that we employed to explore students’ thinking during different cognitive stages of problem posing, with particular attention to the effect of task situation format and participants’ mathematical background, leading to a better understanding of problem posing expertise. Also, I will discuss the results of a systematic review and a meta-analysis that helped us identify intervention components that influence participants’ mathematical problem posing ability and their treatment efficacy. Finally, I will outline our current work to design a new intervention to enhance students’ problem posing ability that incorporates the state-of-the-art of research in this area.

Bio
Ling Zhang received her PhD as a joint candidate at the University of Delaware (USA) and Southwest University (China), following undergraduate and masters studies in mathematics, mathematics education, and applied psychology. She is currently a post-doctoral researcher at the University of Cambridge working jointly with Andreas Stylianides and Gabriel Stylianides.