La competencia profesional en formulación de problemas escolares

Résumé

Mathematics teachers' professional competences have been a focus of reflection inmathematics education, specially in the last 20 years. On the other hand, the mathematicseducation community assumes since the mid of the XX" centur y the relevance of problem solving in Primary and Secondary school, given its potential to contribute to the development ofstudents' mathematical knowledge and skills. In this work, we present a first conceptualizationof what we call professional competence in school problem posing, that is, the competence ofteachers to pose problems to their students. We will describe three sub-competences associated to the competence: formulating problems, transforming existing problems, and selectingproblems, showing some examples that allow to highlight some of their features. Later we willshow some of the possible future research approaches that we think that have a high potentialto further develop this research perspective.