An appropriate problem–considerations behind pre-service mathematics teachers’ problem posing in combinatorics

Mirela Widder, Ilana Waisman

Research output: Contribution to journalArticlepeer-review

Abstract

This study targeted various aptness considerations guiding preservice mathematics teachers' problem-posing in combinatorics, aiming at examining motivational and affective aspects in deciding the appropriateness of problems. To conduct this analysis, we established a theoretical framework that combines teacher-centred and student-centred considerations of aptness. Using mixed research methods, we explored the relationships between preservice mathematics teachers' performance in combinatorics and their considerations when suggesting problems. Forty-four preservice mathematics teachers were asked to (1) disclose considerations when proposing combinatorics problems and (2) participate in complimentary interviews. These findings suggest that preservice mathematics teachers' combinatorics achievements, ability to construct combinatorics problems, and tendency to take their peers' needs into account when considering aptness are related. However, most preservice mathematics teachers were concerned with teacher-centred considerations of aptness, focusing on their necessities. The connections between the various considerations of aptness delineate a theoretical model that may have implications for further research and teacher-training programmes.

Original languageEnglish
JournalResearch in Mathematics Education
DOIs
StateAccepted/In press - 2024
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2024 British Society for Research into Learning Mathematics.

Keywords

  • Problem posing
  • student-centred considerations of aptness
  • teacher-centred considerations of aptness

ASJC Scopus subject areas

  • Education
  • General Mathematics

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