Asessing Student Teachers’ Ability in Constructing Mathematical Reasoning Problems

Abstract

Assessing student teachers' skills in posing mathematical reasoning problems within their experiences in teacher education is essential due to the increasing challenges for them to prepare for 21st-century learning. This study aims at investigating the quality of mathematical reasoning problems posed by student teachers. As many as 34 student teachers who attended an assessment lecture posed mathematical problems, where the three aspects; suitability of indicators with problems posed, the plausibility of the solution, the correctness of the solution, and language readability were used to assess the problems posed. Results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems—either objective or subjective questions—indicated by those which are in accordance with the established criteria although most of the posed problems are categorized as “analyze” problem, instead of “evaluate” or “create” problem.