A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers’ performance

Abstract

This study examined pre-service primary school teachers’ performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that, task-based interviews were conducted with 5 of the 120 participants who had answered in different ways. The data obtained were analyzed using semantic, descriptive, and content analysis methods. It was determined that 55% of the participants could pose a word problem that can be solved using the desired strategy. The other participants displayed three forms of difficulty: some posed problems that required an irrelevant strategy, some were unable to offer any answer, and some suggested problems that involved simply finding a general rule of a pattern. Because of the many pedagogical benefits associated with problem posing, pre-service teachers should be educated in problem-solving strategies and problem and types so that they can apply problem-posing skills effectively in primary schools.