Designing a Framework for Problem Posing: Young Children Generating Open-Ended Tasks

This article describes the type of problems young children (aged six) generated in problem-posing contexts. With support, the children began to generate increasingly sophisticated problems that were open-ended in nature. The problem-solving situations provided opportunities for the children to pose problems they enjoyed solving and promoted both a more complex and motivating learning environment. The results indicate that the problem-posing actions of students can be nurtured by teachers' actions.