PROSPECTIVE TEACHERS' WAYS OF MAKING SENSE OF MATHEMATICAL PROBLEM POSING

This study investigated prospective teachers' ways of making sense of mathematical problem posing [PP] and the impact of posing various types of problems on their learning. Focus was on the generation of new problems and reformulation of given problems. Participants were 40 prospective elementary teachers. They were required to pose problems for diverse specified situations. Data included their problems, reflective journals, and interviews. The findings provide insights into possible ways prospective elementary teachers could make sense of problem posing of contextual problems and the learning afforded by posing diverse problems. Highlighted are five perspectives of problem posing and nine categories of PP tasks important to support their development of proficiency in problem-posing knowledge for teaching.