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# Using problem-posing

Problem-posing by students makes them reason about topics of their own choice. It can be used at all levels.

Problem-posing is ideal for assessment because it demonstrates a student's:

- ability to solve a problem
- sense of what a problem is
- interest in developing and managing appropriate solution processes
- individual ability to explain the solution and procedures used.

This is the work of mathematicians!

Very young students can construct quite complex reasoning. In the article on the AAMT website *Autumn Leaves*, a year 1 teacher bases her teaching on reasoning and problem-posing.

There are many topics on which older students could focus. For example:

- historical events using data (e.g. the First Fleet convicts, dates for societal development, population growth in Australia or the world)
- saving for a car
- the skate ramp
- environmental issues
- hobbies, such as ballet movements, football percentages and ladders, how to strategise in particular games.

While it is not desirable to base whole mathematics programs on problem-posing, it allows assessment of studentsâ€™ mathematical reasoning and how it relates to everyday life.