Acknowledging the notions of modeling, problem solving, problem posing, and applications as the major driving force behind current mathematical education pedagogy, the objective of the paper is to discuss the use of technology for posing problems in the context of K-12 teacher education. Towards this end, the embedded nature of relationship between problem posing and problem solving in the presence of technology is revisited. Theoretical considerations in formulating mathematical problems by teacher candidates are described and used for the analysis of genuine problem posing activities. This analysis reveals technology as an agency for one’s mathematical development and illuminates its function as a cognitive amplifier. The need for paying attention to the concept of didactic coherence in formulating new problems and the power of reciprocal problem posing for advancing learners’ higher order thinking skills in a technological paradigm are emphasized. The paper argues for the importance of problem posing experience for the learning of mathematics with computers and the need for further research in this area.
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