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The chapter discusses experiences with a teaching method based on problem posing in the education of future primary mathematics teachers (students aged 6 to 12). Prospective teachers were asked to pose a series of problems within a specified thematic framework that could be utilized in a heterogeneous classroom, accommodating students with varying levels of cognitive abilities. These problems naturally facilitated students’ differentiation in a heterogeneous mathematics classroom. Analysis of the posed problems leads to the conclusion that the method is suitable for teacher preparation as it integrates various theoretical concepts with practical application. Additionally, it provides opportunities for reflection and gradual development of skills in formative assessment and self-assessment.

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Operationalization of the Educational Objectives via Problem Posing in Education of Prospective Primary Teachers

  • 章节

  • 发表日期：

    2026年

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  • Alena Hošpesová,
  • Marika Hrubešová,
  • Margareta Garabiková Pártlová

摘要

The chapter discusses experiences with a teaching method based on problem posing in the education of future primary mathematics teachers (students aged 6 to 12). Prospective teachers were asked to pose a series of problems within a specified thematic framework that could be utilized in a heterogeneous classroom, accommodating students with varying levels of cognitive abilities. These problems naturally facilitated students’ differentiation in a heterogeneous mathematics classroom. Analysis of the posed problems leads to the conclusion that the method is suitable for teacher preparation as it integrates various theoretical concepts with practical application. Additionally, it provides opportunities for reflection and gradual development of skills in formative assessment and self-assessment.