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Problem posing, understood as the process of formulating problems from a given situation, related or not to reality, is an essential practice for preservice teachers. This chapter presents the results of an empirical study with 106 preservice primary school teachers. The participants were asked to pose problems from three situations with different connections to reality and different numerical information provided. We studied how the characteristics of the provided problem-posing situations influenced the participants’ problem-posing performance and affective processes. The results highlight the importance of incorporating different types of problem-posing situations in teacher education.

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Influence of the Characteristics of Problem-Posing Situations on Preservice Teachers’ Performance and Affective Processes

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  • 发表日期：

    2026年

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  • Irene Ferrando,
  • Carlos Segura,
  • César Gallart

摘要

Problem posing, understood as the process of formulating problems from a given situation, related or not to reality, is an essential practice for preservice teachers. This chapter presents the results of an empirical study with 106 preservice primary school teachers. The participants were asked to pose problems from three situations with different connections to reality and different numerical information provided. We studied how the characteristics of the provided problem-posing situations influenced the participants’ problem-posing performance and affective processes. The results highlight the importance of incorporating different types of problem-posing situations in teacher education.