o:26367 Pedagogical perspective onill-defined mathematical problems en Abstract: Traditionally teaching mathematics in schools is based primarilyon well-posed problems. Intuitively, there is a clear difference between them and ill-defined problems. Research in the field of problem-solving is often based on the analysis of procedures for solving incompletely posed problems (i.e.ill-defined problems) because they are expected to provide a deeper insight into mathematical abilities as well as the ability of critical and creative thinking of respondents. However, ill-defined problems are scarcely explored as a main subject of interest. This paper aims to investigate the place of those types of problems in teaching mathematics. As a context of the investigation, we consider various classifications of math problems. Three classificationsof mathematical problems with a "pedagogical perspective" are elected to be analyzed using the theoretical epistemological method of comparative analysis. All three classifications consider the position of participants in problem-solving, teacher and students. As aresult of the analysis, we create a comparison of the spectrums of problems, particularly paying attention to ill-defined problems in them. The discussion finishes addressing the place and purpose of using ill-defined problems in mathematics instructions. Keywords: task classification, problem posing, problem space, (in)completely posed problems 1552099 10.24250/jpe/2/2021/JM/IR 1552101 1842-077X 2022-09-01T12:08:54.790Z 44 yes 46 Јасмина Милинковић Учитељски факултет у Београду 0000-0002-2802-849X Ивица Радовановић Учитељски факултет у Београду person application/pdf 714836 https://phaidrabg.bg.ac.rs/o:26367 no yes 1 70 92000001 11A42 Journal Plus Education 29 2 256 271 "Aurel Vlaicu" University, Arad 2021 https://www.uav.ro/jour/index.php/jpe/article/view/1665