<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892023000300007</article-id>
<article-id pub-id-type="doi">10.24844/em3503.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lo que dice la investigación sobre la enseñanza de las matemáticas a través del planteamiento de problemas]]></article-title>
<article-title xml:lang="en"><![CDATA[What research says about teaching mathematics through problem posing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cai]]></surname>
<given-names><![CDATA[Jinfa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,University of Delaware  ]]></institution>
<addr-line><![CDATA[Newark DE]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>7</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Ha habido un mayor énfasis en la integración del planteamiento de problemas en el currículo y la instrucción, con la promesa de proporcionar potencialmente más oportunidades y de mayor calidad para que los estudiantes aprendan matemáticas a medida que participan en actividades en las que plantean problemas. Este artículo tiene como objetivo proporcionar una síntesis de lo que dice la investigación sobre la enseñanza de las matemáticas a través de la formulación de problemas. En particular, aborda las siguientes preguntas: (1) ¿Cómo es la enseñanza de las matemáticas a través de la formulación de problemas? (2) ¿Qué es el planteamiento de problemas? (3) ¿Qué es una tarea sobre planteamiento de problemas? (4) ¿Cómo deben los maestros manejar los problemas planteados por los estudiantes en la instrucción en el aula? (5) ¿Cómo se puede apoyar a los maestros para que aprendan a enseñar a través del planteamiento de problemas? (6) ¿Cuál es el efecto de la instrucción del Aprendizaje Basado en el Planteamiento de Problemas (ABPP) en maestros y estudiantes? A lo largo de las secciones, se plantean varias preguntas relacionadas sin respuesta y, el documento termina con un modelo de instrucción ABPP propuesto. Con el fin de que, las ideas presentadas en este documento puedan servir como un trampolín para alentar a más académicos a participar en la investigación de problemas, para que podamos brindar más oportunidades y que los estudiantes aprendan matemáticas a través de la formulación de problemas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: There has been increased emphasis on integrating problem posing into curriculum and instruction with the promise of potentially providing more and higher quality opportunities for students to learn mathematics as they engage in problem-posing activities. This paper aims to provide a synthesis of what research says about teaching mathematics through problem posing. In particular, this paper addresses the following questions: (1) What does teaching mathematics through problem posing look like? (2) What is problem posing, anyway? (3) What is a problem-posing task? (4) How should teachers handle students&#8217; posed problems in classroom instruction? (5) How can teachers be supported to learn to teach through problem posing? (6) What is the effect of Problem-Posing-Based Learning (P-PBL) instruction on teachers and students? Throughout the sections, various related unanswered questions are raised, and the paper ends with a proposed ABPP instructional model. Hopefully, the ideas presented in this paper can serve as a springboard to encourage more scholars to engage in problem-posing research so that we can provide more opportunities for students to learn mathematics through problem posing.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[planteamiento de problemas]]></kwd>
<kwd lng="es"><![CDATA[ABPP]]></kwd>
<kwd lng="es"><![CDATA[caso de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[instrucción en el aula]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje profesional del profesor]]></kwd>
<kwd lng="es"><![CDATA[efectividad de la enseñanza]]></kwd>
<kwd lng="en"><![CDATA[problem posing]]></kwd>
<kwd lng="en"><![CDATA[ABPP]]></kwd>
<kwd lng="en"><![CDATA[teaching case]]></kwd>
<kwd lng="en"><![CDATA[classroom instruction]]></kwd>
<kwd lng="en"><![CDATA[teacher professional learning]]></kwd>
<kwd lng="en"><![CDATA[teaching effectiveness]]></kwd>
</kwd-group>
</article-meta>
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