Well-Stated Problem: What Is the Level of Problem-Posing Performance of Pre-Service Mathematics Teachers?
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| Title: | Well-Stated Problem: What Is the Level of Problem-Posing Performance of Pre-Service Mathematics Teachers? |
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| Language: | English |
| Authors: | John Rey Oficiar, Jerwin Reonisto, Anthony Bactol |
| Source: | Mathematics Teaching Research Journal. 2025 17(6):223-247. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mathematics Teachers, Problem Solving, Teaching Skills, Gender Differences, Grade Level Differences, Mathematics Instruction, Geometry, Measurement, Statistics, Probability, Numbers, Algebra, Foreign Countries |
| Geographic Terms: | Philippines |
| ISSN: | 2573-4377 |
| Abstract: | The Philippine mathematics education system aims to develop learners with strong critical thinking and problem-solving skills. However, students often struggle with problem-solving due to its complexity and ambiguity of tasks designed by educators. The use of problem-posing activities was seen as a new pedagogical approach in mathematics education. This study examined the problem-posing performance of preservice mathematics teachers. Quantitatively, it described their scores using the "Free Problem-Posing Performance Assessment", moreover, this study explored the strategies and difficulties in problem-posing performances. Results showed a satisfactory performance in Statistics and Probability, Number Sense, and Algebra, but a fair performance in Geometry and Measurement--mainly due to poor alignment between visual representations and mathematical goals. Common issues included ambiguous wording, grammatical errors, misleading contexts, and lack of authenticity. Socio-demographically, sex did not significantly affect performance, but academic year level indicates that higher-year students performs better than lower years. The recurring deficiencies in mathematics performance highlight the urgent need for curriculum enhancement; effective mathematics education must go beyond content delivery by fostering awareness of how learners think and approach problems. Promoting self-awareness among educators help them better understand diverse student approaches to both problem-solving and problem-posing, ultimately leading to more meaningful and effective instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507689 |
| Database: | ERIC |
| Abstract: | The Philippine mathematics education system aims to develop learners with strong critical thinking and problem-solving skills. However, students often struggle with problem-solving due to its complexity and ambiguity of tasks designed by educators. The use of problem-posing activities was seen as a new pedagogical approach in mathematics education. This study examined the problem-posing performance of preservice mathematics teachers. Quantitatively, it described their scores using the "Free Problem-Posing Performance Assessment", moreover, this study explored the strategies and difficulties in problem-posing performances. Results showed a satisfactory performance in Statistics and Probability, Number Sense, and Algebra, but a fair performance in Geometry and Measurement--mainly due to poor alignment between visual representations and mathematical goals. Common issues included ambiguous wording, grammatical errors, misleading contexts, and lack of authenticity. Socio-demographically, sex did not significantly affect performance, but academic year level indicates that higher-year students performs better than lower years. The recurring deficiencies in mathematics performance highlight the urgent need for curriculum enhancement; effective mathematics education must go beyond content delivery by fostering awareness of how learners think and approach problems. Promoting self-awareness among educators help them better understand diverse student approaches to both problem-solving and problem-posing, ultimately leading to more meaningful and effective instruction. |
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| ISSN: | 2573-4377 |
