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Abstract
This study explored the effects of a structured problem-posing intervention on preservice mathematics teachers' (PSTs) problem-posing efficacy. Using a mixed-methods approach, 25 PSTs participated in multiple intervention sessions, with data collected through pre- and post-surveys and semi-structured interviews. Results showed a significant improvement in efficacy, with mean scores rising from 2.27 to 4.07 and an effect size of Hedges’ g = 1.85. Qualitative analysis highlighted themes such as increased confidence and independence, collaborative strategies for overcoming challenges, and criteria for effective problem design. The findings suggest that such interventions can enhance PSTs’ pedagogical skills, urging their inclusion in teacher preparation programmes.
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References
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