Developing Problem-Posing Abilities Among Preservice Mathematics Teachers

Abstract

This study was conducted to develop and enhance prospective mathematics teachers’ skills in formulating problems. This was done by providing them direct instruction on problem posing with utilizes constructivist-inspired teaching strategies, such as reflective writing, small-group discussions, peer critiquing, and self-assessment. The study looked into the changes in the subjects’ skills in problem-solving, problem posing, and conceptual understanding after their exposure to the formal instruction on problem posing. It also investigated the relationships among students’ ability in solving problems, formulating problems, and understanding some mathematical concepts.

The study involved 17 third-year pre-service education students who have mathematics as their area of concentration and who were enrolled in the course, “Strategies in Teaching Mathematics,” during the second semester of AY 2001-2002 in the University of San Jose-Recoletos, Cebu City.

Since the study involved only one group, high and low-achieving students in the group were identified based on their scores in the problem-solving test administered before the intervention. Data from the two sets of students were analyzed qualitatively to establish a detailed comparison of the perceivable changes in their problem-posing performance, problem-solving skills, and conceptions of some mathematical concepts.