Abstract
Mathematical problems are important in mathematics learning. Teachers should give students the opportunity to solve the problem. Novice teachers face some obstacles to present mathematical problems in their class. This study aims to describe the experience of novice teachers to present mathematical problems for their students. This article discusses the barriers experienced by novice teachers to present math problems. This research is qualitative research. The data were collected through interview five novice teachers. The results of this study reveal that novice teacher rarely present problems in mathematics learning. The low mathematical understanding ability of students are the main obstacle of novice teachers. Novice teachers assume that presenting problems affect students to be more confused. The findings of this study indicate that learning mathematics by novice teachers have not instructed students with problem-solving ability maximally. For further research, it is necessary to analyse the ability of novice teachers in preparing mathematical problems.
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