That is a good point to bring up for debate. The direct answer to the question is no. Quite the opposite, when facilitating a new lesson in Math, the exercises that excite students' curiosity or that interest students have to be given absolute priority. Notwithstanding, when carefully considering this question, some flexibility is warranted, even in a student-centred class. I would say that sprinkling exercises here and there that are of interest to the teacher may enhance Math learning. Students may be able to perceive both passion and mastery from their teacher, and, as a consequence, solving exercises that a teacher finds fascinating can be used as a way to motivating students. Additionally, some social learning could occur, which naturally connects curiosity for a topic and curiosity for a procedure.

اعتقد ان المعلم ذو خبره عند اختياره لتمارين محدده من حيث مدى احتواء هذه التمارين لكل الاحتمالات فيما يتعلق بالموضوع الجديد وبالتالي يكون حل التمارين التي تهم المعلم فقط كافية

I think the teacher has experience when choosing specific exercises in terms of the extent to which these exercises fit all possibilities in relation to the new subject and therefore the solution of exercises that concern the teacher only enough

with the syllabus in place the textual questions are taken up as examples to be solved. The teacher does not necessarily use one’s favourite question

What to learn and what to teach are always base on standards and objectives.

Know the students. What are their interests? Can you relate an exercise within the syllabus to it?

That is a good point to bring up for debate. The direct answer to the question is no. Quite the opposite, when facilitating a new lesson in Math, the exercises that excite students' curiosity or that interest students have to be given absolute priority. Notwithstanding, when carefully considering this question, some flexibility is warranted, even in a student-centred class. I would say that sprinkling exercises here and there that are of interest to the teacher may enhance Math learning. Students may be able to perceive both passion and mastery from their teacher, and, as a consequence, solving exercises that a teacher finds fascinating can be used as a way to motivating students. Additionally, some social learning could occur, which naturally connects curiosity for a topic and curiosity for a procedure.

la primera respuesta es negativa, pero el debate es cual es la didáctica y más importante que aquello cuales son los aprendizajes que el docente ha planificado para sus estudiantes.

No, if you want the learner to be interested and focus on learning how to solve the mathematical problem then the exercise has to be relevant to them and their lives. The focus of learning is the learner not the teacher.