Popularization of Science

Popularization of Science

Investigating the ability of problem-posing of students-teachers in the elementary education program at Farhangian University of Guilan in addition and subtraction

Document Type : Applied article

Author
Mansooreh Moosapoor
Associate Professor, Department of Mathematics Education, Farhangian University, Tehran, Iran.
10.22034/popsci.2025.528633.1418
Abstract
Purpose: Relating mathematics to life in problems makes mathematics applicable to children. Given the importance of problems in mathematics, the aim of the present study is to investigate the problem posing ability of elementary education student-teachers in problem solving. Given the key role of arithmetic and addition and subtraction, this study was conducted on the problem solving ability in addition and subtraction.
Method: The study was conducted using a descriptive-survey method. The statistical population of the study was female student-teachers in the undergraduate program of elementary education at Farhangian University of Guilan who were studying in the second semester of the academic year 2024. The sample size was 120 people who were selected by simple random sampling method and the sample size was obtained using the Morgan table. Each of them was asked to design a problem in addition or subtraction. The problems were classified into three categories: change, combination, and comparison, according to the model of Riley et al., and examined in terms of whether they were open-ended or closed-ended. Also, using Shao's theory, the frequency of each case were calculated in terms of whether the problem was of the pure mathematical type, a practical situation, or a real situation.
Findings: The results showed that in 120 problems proposed by student-teachers, 68 percent were in the change category, 25 percent were in the combination category, and only 8 percent were in the comparison category. Also, all the problems were of the practical situation. In addition, all the questions were closed-ended and no open-ended questions were designed.
Results: The analysis showed that the questions posed by student-teachers do not have the necessary variety. It is recommended to design courses with the topic of becoming more familiar with the types of questions and problem posing, or courses to increase their capabilities.
Keywords
Problem-posing
Student-teachers
Elementary education
Addition
Subtraction
Subjects
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Popularization of Science
Volume 16, Issue 2 - Serial Number 29
January 2026
Pages 249-264