Problem Posing in Pre-service Secondary Mathematics Teacher Education: Insights of using GeoGebra

Authors

DOI:

https://doi.org/10.35763/aiem28.7550

Keywords:

Problem-posing, Problem-solving, Teacher Education, GeoGebra

Abstract

This research analyzes how the use of GeoGebra strengthens future teachers’ ability to reformulate problems. A qualitative analysis is applied, based on four phases of the problem formulation process (orientation, connection, generation and reflection), along with the categories established by Baumanns: reformulating to solve the problem and to inquire or investigate; formulating to generate new problems or to design them for didactic purposes. The results show that GeoGebra enabled participants to evaluate prior ideas and assess the feasibility of the problems they proposed. Additionally, visualization and dynamic approaches influenced both the reformulation and the formulation of new problems.

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References

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Published

2025-10-30

How to Cite

Hernández Hernández, A., Martín Ferraz, A., & Camacho Machín, M. (2025). Problem Posing in Pre-service Secondary Mathematics Teacher Education: Insights of using GeoGebra. Advances of Research in Mathematics Education, (28), 117–141. https://doi.org/10.35763/aiem28.7550

Issue

No. 28 (2025): The Importance of Problem Formulation in the Development of Mathematical Knowledge

Section

Artículos

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Copyright (c) 2025 Alexánder Hernández Hernández, Aitana Martín Ferraz, Matías Camacho Machín

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