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Abstract
This study examines the impact of field trip experiences on teachers’ mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers from eight low-achieving city schools explored city landmarks that were not only accessible to the general public but were also considered rich in mathematical connections. Field trips included museums, historical landmarks, a local airport, and an international sporting event. Following each field trip, teachers were asked to create inquiry-based mathematics problems grounded in these experiences to implement in their classrooms. This article discusses the impact field trips and accompanying professional development activities had on teachers’ ability to create problems that provide students with opportunities to engage in meaningful mathematics.
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