Analysis of the Quality of Problems Posed by Prospective Mathematics Teacher Students when Designing Numeracy Problems

Abstract

The ability of prospective teachers to design numeracy problems has a crucial role in developing students' mathematical literacy. This study aims to analyze the quality of problems designed by 34 prospective mathematics teachers collaboratively in the context of numeracy. The data  was analyzed  supervising the solvability aspects, the context used, and the cognitive process level of the problems designed. The findings showed that most of the problems designed by prospective teachers were solvable, with the majority of cognitive processes reaching the applying level and related to personal contexts. The implications of these findings can provide insight into the potential for developing more effective numeracy problem design skills in mathematics teacher education. Suggestions for future research include further research into teaching methods that can improve prospective teachers' numeracy problem design skills, as well as research that explores the direct impact of problem quality on students' mathematical literacy