1. Is it appropriate to abstract the statement of a problem or deliberately leave it in some 'simple' form? (For example, "show that it is impossible to write 2009 as the sum of two even numbers" versus "prove that an odd number cannot be expressed as the sum of two even numbers")
2. What do you think of "prove or disprove" type questions?
3. How does one first introduce problems that do not involve numerical answers? (For example, proving that a power series converges uniformly within its radius of convergence)
4. Should problem solving be taught as a technique or as a vehicle to reach other results/techniques?
5. What expectation should one hold regarding how many students are able to solve a given problem?
6. Is it wise to pose problems that go beyond the immediate boundaries of 'what has already been taught' to stimulate interest and to pique desire to explore?
7. How should one interpret the term 'elementary mathematics' when it comes to posing problems to secondary students?
8. Is there any difference in creating a problem designed for math competitions versus for daily use in a classroom?
9. How do we pose problems in such a way so that students do not become 'dependent' on context and heuristics?
10. How do you design a question to urge students to ask 'why'?
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