This reflective paper develops a repertoire of questions for teachers to use in their classrooms during episodes of mathematics discussions with and among students. These questions are motivated by an examination of questions posed by Wittgenstein in Zettel, and are connected to underlying tacit assumptions about mathematics, most of which lie subtly below the generally accepted milieu of math-talk. Once classrooms norms have been established to encourage participation by all students in a democratic and just classroom environment, these questions can be used effectively to stimulate meaningful discourse. These questions provide important examples of problem posing designed to encourage student reflection.
"Problem Posing from the Foundations of Mathematics,"
The Mathematics Enthusiast: Vol. 7
, Article 17.
Available at: http://scholarworks.umt.edu/tme/vol7/iss2/17