Search

The quality of mathematics problems has been a concern to mathematics educators. There are many frameworks to support teachers’ posing problems to students, however, these frameworks have tended to focus primarily on their cognitive demand (e.g., Smith & Stein, 1998 ). Rarely are mathematics problems considered in relation to their social and participation dimensions, namely whether or not they are designed to support students’ collaborative problem solving ( Featherstone et al., 2011 ; Horn, 2012 ; Lotan, 2003 ). In this article the authors explore secondary prospective teachers’ (PTs) analysis and adaptations of mathematics problems after they are introduced to frameworks that foreground collaboration and equity in the teaching and learning of mathematics. Implications are offered to future teachers of mathematics and mathematics education researchers.