### Abstract

Empirical data were gathered from 51 middle-grade preservice teachers who were randomly assigned into one of two groups. The fi rst group solved a task and then posed new problems based on the given fi gures, and the second group completed these activities in reverse order. Rubrics were developed to assess the written responses, and then thoughts and concerns related to problem-posing experiences were collected to understand their practices. Results revealed that the preservice teachers were profi cient in solving simpler arithmetic tasks but had diffi culty generalizing and interpreting numerals in an algebraic form. They were able to pose some basic and reasonable problems and to consider important aspects of mathematical problem solving when generating new tasks. Thus, teacher educators should provide substantial educational experiences by incorporating both problem-solving and problem-posing activities into engaging instruction for preservice teachers.

Original language | English |
---|---|

Title of host publication | Mathematical Problem Posing: From Research to Effective Practice |

Publisher | Springer New York |

Pages | 333-354 |

Number of pages | 22 |

ISBN (Print) | 9781461462583, 9781461462576 |

DOIs | |

Publication status | Published - 1 Jan 2015 |

### Fingerprint

### Keywords

- Engagement
- Inservice teacher
- Instruction
- Mathematics
- Middle-grade level
- Mixed method
- Patterns
- Preservice teacher
- Problem generation
- Problem posing
- Problem reformation
- Problem solving
- Teacher education

### ASJC Scopus subject areas

- Social Sciences(all)

### Cite this

*Mathematical Problem Posing: From Research to Effective Practice*(pp. 333-354). Springer New York. https://doi.org/10.1007/978-1-4614-6258-3_16

**Middle-grade preservice teachers’ mathematical problem solving and problem posing.** / Rosli, Roslinda; Capraro, Mary Margaret; Goldsby, Dianne; Elsa, Gonzalezy Gonzalez; Capraro, Robert M.; Onwuegbuzie, Anthony J.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

*Mathematical Problem Posing: From Research to Effective Practice.*Springer New York, pp. 333-354. https://doi.org/10.1007/978-1-4614-6258-3_16

}

TY - CHAP

T1 - Middle-grade preservice teachers’ mathematical problem solving and problem posing

AU - Rosli, Roslinda

AU - Capraro, Mary Margaret

AU - Goldsby, Dianne

AU - Elsa, Gonzalezy Gonzalez

AU - Capraro, Robert M.

AU - Onwuegbuzie, Anthony J.

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Empirical data were gathered from 51 middle-grade preservice teachers who were randomly assigned into one of two groups. The fi rst group solved a task and then posed new problems based on the given fi gures, and the second group completed these activities in reverse order. Rubrics were developed to assess the written responses, and then thoughts and concerns related to problem-posing experiences were collected to understand their practices. Results revealed that the preservice teachers were profi cient in solving simpler arithmetic tasks but had diffi culty generalizing and interpreting numerals in an algebraic form. They were able to pose some basic and reasonable problems and to consider important aspects of mathematical problem solving when generating new tasks. Thus, teacher educators should provide substantial educational experiences by incorporating both problem-solving and problem-posing activities into engaging instruction for preservice teachers.

AB - Empirical data were gathered from 51 middle-grade preservice teachers who were randomly assigned into one of two groups. The fi rst group solved a task and then posed new problems based on the given fi gures, and the second group completed these activities in reverse order. Rubrics were developed to assess the written responses, and then thoughts and concerns related to problem-posing experiences were collected to understand their practices. Results revealed that the preservice teachers were profi cient in solving simpler arithmetic tasks but had diffi culty generalizing and interpreting numerals in an algebraic form. They were able to pose some basic and reasonable problems and to consider important aspects of mathematical problem solving when generating new tasks. Thus, teacher educators should provide substantial educational experiences by incorporating both problem-solving and problem-posing activities into engaging instruction for preservice teachers.

KW - Engagement

KW - Inservice teacher

KW - Instruction

KW - Mathematics

KW - Middle-grade level

KW - Mixed method

KW - Patterns

KW - Preservice teacher

KW - Problem generation

KW - Problem posing

KW - Problem reformation

KW - Problem solving

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=84945156112&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945156112&partnerID=8YFLogxK

U2 - 10.1007/978-1-4614-6258-3_16

DO - 10.1007/978-1-4614-6258-3_16

M3 - Chapter

AN - SCOPUS:84945156112

SN - 9781461462583

SN - 9781461462576

SP - 333

EP - 354

BT - Mathematical Problem Posing: From Research to Effective Practice

PB - Springer New York

ER -