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Abstract
Problem-posing has received considerable attention among the mathematics education community. In the present study, researchers explored preservice teachers in two countries in terms of their ability and perspectives on mathematical problem-posing. Twenty-four preservice teachers in a secondary school program in Malaysia and 26 preservice teachers in the middle school program in the United States participated in this study. The preservice teachers posed at least three mathematical block pattern problems and these were categorized according to structures, mathematical concepts, languages, and relevance elements. The results showed the American preservice teachers demonstrated better performance on the structure, mathematical concepts, and compatibility elements. The inferential analysis showed significant differences in problem-posing skills between these two groups of preservice teachers on structure (U = 149.5, p = .006) and relevance (U = 156.50, p =. 008) of the mathematical problems. Both groups had similar perspectives related to posing mathematical problems. Implications for classroom instruction were also discussed.
Highlights
Since the 1990s, promoting problem-posing as an important aspect of teaching and learning of mathematics has been increasingly growing, especially in the United States of America
The posed problems were evaluated in terms of structure, mathematical concepts, language, and relevance that followed the rubric criteria of Rosli et al (2015)
The analysis was conducted with 50 preservice teachers who successfully posed mathematics problems associated with the block pattern presented to them
Summary
Since the 1990s, promoting problem-posing as an important aspect of teaching and learning of mathematics has been increasingly growing, especially in the United States of America. Many studies have shown problem-posing can enhance skills, attitude, confidence, concept understanding, and students’ mathematical thinking (Cai & Hwang, 2019; Rosli et al, 2020; Singer, Ellerton, & Cai, 2015). Ponte and Henriques (2013) found when engaging in problem-posing activities students would strengthen students’ basic skills, boost motivation, encourage responsibility and nurture critical thinking in mathematics. Other researchers claim problem-posing activities are useful for teachers to assess students’ cognitive processes and to improve classroom instruction (Cai & Hwang, 2019; Rosli et al, 2020). Many of the related studies tend to focus on school students’ abilities in problem-posing (Chapman, 2012). Results showed teaching problem-posing significantly influenced the students' ability to generate problems in different contexts
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