Non-Routine Problem-Posing Skills of Prospective Mathematics Teachers

Article History: Purpose: Problem-posing, an important component for developing mathematical thinking, is of great interest in integrating into classroom practice. Preservice and in-service teachers are expected to carry out high-quality problem-posing activities, and it is thought that non-routine problem-posing may be a good way to achieve this. In this context, this study focuses on non-routine problem-posing and aims to determine the characteristics of the problems that prospective mathematics teachers have posed. Research Methods: The study was carried out with 43 middle school prospective mathematics teachers in an elective course on problem-solving and problem-solving strategies. To analyse the data, descriptive analysis was carried out on the problems posed by prospective teachers. All problems were analysed according to the five criteria; problem type, contextuality, originality, complexity, and strategy. Received: 13 Oct. 2020 Received in revised form: 21 Feb. 2021 Accepted: 23 Feb. 2021 DOI: 10.14689/ejer.2021.94.7