Abstract
Mathematics holds a pivotal role in education, empowering students to apply mathematical principles across various domains. This study investigates the proficiency of 100 pre-service mathematics teachers enrolled in a Bachelor of Science with Education (Mathematics) Honors program at Yarmouk University in identifying content and context within mathematical word problems. Employing a case study approach and utilizing the Mathematics Word Problems Test and the Content and Context Questionnaire, the research underscores challenges in error detection and content comprehension. Pre-service mathematics teachers exhibited difficulties recognizing inaccuracies, emphasizing the importance of integrating practical context and enhancing critical thinking in pre-service teacher education. This study advocates for further research to develop strategies addressing these challenges and fostering a more holistic approach to mathematical problem-solving.
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