Proportionality problem posing in secundary school teacher training
DOI:
https://doi.org/10.24310/mar.6.2.2025.18994Keywords:
problem posing, proportionality, teacher training, didactic-mathematical knowledgeAbstract
The creation of mathematical problems for educational purposes requires diverse knowledge and specific competencies in teachers, making it a goal of teacher training programs. This paper describes the results of a formative intervention with future secondary education teachers in Costa Rica, aiming to develop the competency of creating proportionality problems in various contexts. It is a descriptive-qualitative study, supported by the theoretical and methodological tools of the Ontosemiotic Approach. The results reveal the difficulties participants face in creating relevant problems that meet a certain level of complexity, as well as in identifying the challenges a given problem may pose to students and how to modify it to overcome them. Better outcomes are observed in the creation of arithmetic problems compared to geometric and probabilistic contexts. The need for further research and the design of formative actions on problem creation is concluded as a means through which teachers can assist their students in learning mathematics.
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