This study investigated 45 undergraduate students’ mathematical problem posing based on four problem situations. This study was designed to better understand the kinds of problems they pose, and the kinds of mathematical ideas exhibited when problem posing. The findings of this study support that underprepared college students can pose mathematical problems and were largely capable of engaging with the critical mathematical ideas embedded in problem-posing tasks. Problem-posing tasks, then, appear to be a context within which underprepared undergraduate students can successfully engage with key mathematical ideas. The main implication of these findings is that problem posing appears to be amenable to being harnessed as a pedagogical tool for developmental mathematics courses.

本研究调查了45名本科生基于四种问题情境提出的数学问题。本研究旨在更好地了解他们提出的问题种类，以及提出问题时所表现出的数学思想种类。这项研究的结果支持准备不足的大学生可以提出数学问题，并且在很大程度上能够参与问题提出任务中嵌入的关键数学思想。因此，提出问题的任务似乎是准备不足的本科生可以成功参与关键数学思想的背景。这些发现的主要含义是，问题提出似乎可以用作发展数学课程的教学工具。