Author(s)

Zeyu Wei ¹

Affiliation(s)

¹ College of Teacher Education, Nanjing Normal-University, Nanjing, China

Corresponding Author

Zeyu Wei

ABSTRACT

In response to the global emphasis on fostering problem-posing skills in mathematics education, this study constructs a teaching path based on George Polya's heuristic problem-solving philosophy, integrated with the "What-If-Not" strategy, to develop junior secondary students' problem-posing abilities. Using the "Similar Triangles" unit as an example, the path designs a series of instructional activities ranging from situational engagement and systematic questioning to creative expression. The study demonstrates that this path effectively bridges problem solving and problem posing, offering a viable theoretical and practical model for systematically implementing problem-posing instruction in mathematics classrooms.

KEYWORDS

Polya, Problem Posing, Teaching Path, Similar Triangles, Junior Secondary Mathematics, What-If-Not Strategy

CITE THIS PAPER

Zeyu Wei, Linking Problem Solving and Posing: Constructing a Teaching Model for Mathematical Problem Posing in Junior Secondary Schools under Polya's Framework. Curriculum and Teaching Methodology (2025) Vol. 8: 114-120. DOI: http://dx.doi.org/10.23977/curtm.2025.080816.

REFERENCES

[1] Ministry of Education of the People's Republic of China. Compulsory Education Mathematics Curriculum Standards (2022 Edition). Beijing: Beijing Normal University Press; 2022.
[2] National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM; 1989.
[3] Cai J, Wang T, Xie S. Mathematical Problem Posing in Chinese Curriculum Standards. Asian Journal for Mathematics Education. 2025;4(2):201-216.
[4] Silver EA, Li Y. Cross-National Perspectives on Mathematical Problem Posing. Asian Journal for Mathematics Education. 2025;4(2):295-307.
[5] Muirhead F, Cai J, Hwang S, et al. Implementing Problem Posing in U.S. Classrooms Based on a Middle School Mathematics Curriculum. Asian Journal for Mathematics Education. 2025;4(2):217-234.
[6] Guo YF, Yan JJ, Zhou WJ. Problem-Posing Integrated into Mathematics Textbooks for Primary and Secondary School: Current Situation, Dilemma and Solutions. Curriculum, Teaching Material and Method. 2022;42(6):117-123.
[7] Ambrus A, Barczi-Veres K. Realizing the Problem-Solving Phases of Pólya in Classroom Practice. Teaching Mathematics & Computer Science. 2022;20(2):1-15.
[8] Polya G. How to Solve It: A New Aspect of Mathematical Method. 2nd ed. Princeton: Princeton University Press; 1957.
[9] Segal R, Stupel M, Sigler A, et al. The Effectiveness of 'What If Not' Strategy Coupled with Dynamic Geometry Software in an Inquiry-Based Geometry Classroom. International Journal of Mathematical Education in Science and Technology. 2018;49(7):1099-1109.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education