Problem Posing in Primary School Teacher Training

  • Alena Hošpesová
  • Marie Tichá
Part of the Research in Mathematics Education book series (RME)


The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants’ reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and in-service teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?


Problem posing Primary school mathematics teachers Improvement of subject didactic competence 



Elaboration of the chapter was supported by RVO 67985840.


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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.University of South BohemiaČeské BudějoviceCzech Republic
  2. 2.Institute of Mathematics of the Academy of Sciences of the Czech RepublicUniversity of South BohemiaPragueCzech Republic

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