Designing non-routine mathematical problems is a challenging task, even for excellently performing prospective teachers in primary teacher education, especially when these non-routine problems concern knowledge at the mathematical horizon (HCK). In an experimental setting these prospective teachers were challenged to design non-routine HCK-problems. Acquiring HCK, the perspective of the problem solver in terms of heuristics, a cyclic design process, experts struggling themselves in designing problems were the most important effective characteristics of the learning environment that rise from this explorative study.
In Stylianides, G. J., & Hino, K. (Red.). Research Advances in the Mathematical Education of Pre-service Elementary Teachers: An International Perspective. Springer, New York.