For $2900, you’d expect a slightest higher quality display, right?!

based on the learning goals for students to solve the selected problems.

doi.org/10.4000/educ...

In conclusion: In conclusion: The model includes four steps: (a) The teacher presents a problem-posing situation, (b) the teacher provides a problem-posing prompt along with the problem situation, (c) students pose problems either individually or in a group, (d) teachers handle the posed problems

that is, posing new problems that are based on an existing problem but that vary parameters or contextual aspects of the original problem.

and reshape them in simple ways to create mathematical problem-posing tasks with greater learning opportunities; (b) enhancing existing curricula with additional problem-posing tasks that include support in the form of sample posed problems; and (c) encouraging students to pose variation problems

Write three different mathematical problems that you can challenge your teacher to solve based on this information.

three strategies have been developed to better integrate problem posing into the school mathematics curriculum: (a) empowering teachers to reinterpret existing curriculum materials

Write one easy, one moderately difficult, and one difficult mathematical problem that can be answered based on this information;

Write three different mathematical problems that you can challenge your classmates to solve based on this information;

Would students still produce such a large percentage of undesirable responses if different prompts were used, such as:
Write three different mathematical questions that can be answered based on this information

Such tasks create opportunities for students to connect to their different experiences and backgrounds and pose very different problems, all of which are related to mathematical ideas. Problem-posing tasks are usually cognitively demanding, but more accessible than problem-solving tasks.