The Effect of Task Focused Problem Solving and Posing Training on the Problem Posing Skills of Mathematics Teacher Candidates

DOI

10.2991/978-94-6463-686-4_45How to use a DOI?

Keywords

Mathematics Teacher candidates; Problem Posing; Teacher Education

Abstract

The aim of this research is to examine the problem posing skills of mathematics teacher candidates in detail according to different variables through a task and to reveal the effects of the “Task-Focused Problem Solving and Posing Training” given to teacher candidates within the scope of these variables. The research was conducted using case study design. The study group of the research consists of 29 mathematics teacher candidates. The data was collected gradually with the activity sheet called “Draw Your Picture, Pose Your Problem” developed by the researchers. The activity sheet was applied to teacher candidates (pre-test), “Task-Focused Problem Solving and Posing Training” was given, and the task sheet was re-applied to teacher candidates (post-test). The data obtained were analyzed with the analysis framework prepared to cover the themes of “role of the drawn picture, mathematical problem-solving strategy, context, learning field, creativity”, which were determined as variables. As a result of the research, it was seen that the “Task-Focused Problem Solving and Posing Training” given to teacher candidates had positive effects on their problem posing skills. It was determined that the number of teacher candidates posed problems that required the use of strategy to solve in the post-test was higher than the number of problems that required the use of strategy to solve in the pre-test. Similarly, another result obtained was that the number of creative problems posed by teacher candidates in the post-test was higher than the number of creative problems they posed in the pre-test.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Çiğdem Arslan
AU  - Neslihan Demirci
AU  - Zeynep Özaydın
PY  - 2025
DA  - 2025/04/28
TI  - The Effect of Task Focused Problem Solving and Posing Training on the Problem Posing Skills of Mathematics Teacher Candidates
BT  - Proceeding of the 10th International Conference on Lifelong Education and Leadership for ALL (ICLEL 2024)
PB  - Atlantis Press
SP  - 672
EP  - 685
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-686-4_45
DO  - 10.2991/978-94-6463-686-4_45
ID  - Arslan2025
ER  -