Preservice Teachers' Free and Structured Mathematical Problem Posing: An Exploratory Study

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

Despite interest in integrating mathematical problem posing into classroom practice, there is relatively limited knowledge about the cognitive process involved when solvers generate their own problems. Previous research on mathematical problem posing suggests that individuals tend to pose new problems from previous problems they have posed, suggesting that the first problem posed for a given mathematical situation may influence their mathematical problem posing. 65 pre-service teachers (PSTs) participated in a written assessment on mathematical problem posing investigating what effect these prompts, or posing guides, have on their mathematical problem posing. Analysis of written responses and interview transcripts indicated a limited effect on the types of problems posed, but suggested a potential effect on the PSTs’ problem-posing processes.

Author

• Steven Silber, University of Delaware