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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?
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
FullText Text:
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  Data: Well-Stated Problem: What Is the Level of Problem-Posing Performance of Pre-Service Mathematics Teachers?
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  Data: <searchLink fieldCode="AR" term="%22John+Rey+Oficiar%22">John Rey Oficiar</searchLink><br /><searchLink fieldCode="AR" term="%22Jerwin+Reonisto%22">Jerwin Reonisto</searchLink><br /><searchLink fieldCode="AR" term="%22Anthony+Bactol%22">Anthony Bactol</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2025 17(6):223-247.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: 2573-4377
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  Data: 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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  Data: 2026
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 223
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Grade Level Differences
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Numbers
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Well-Stated Problem: What Is the Level of Problem-Posing Performance of Pre-Service Mathematics Teachers?
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            NameFull: John Rey Oficiar
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            NameFull: Jerwin Reonisto
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            NameFull: Anthony Bactol
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              Y: 2025
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