Developing Prospective Mathematics Teachers' Problem Posing Competency Using General Educational Design Model (ADDIE)

Abstract

The purpose of the present study is to investigate the development of prospective mathematics teachers' problem posing competency using the general educational design model (ADDIE). Fifteen prospective teachers of Farhangian University of Karaj participate in the training course in 9 workshops for two months in winter of 2020. This course is designed based on ADDIE model with the aim of teaching mathematics problem posing based on the Stoyanova framework and the Vistro-Yu model. Data is collected from pre-test and post-tests and Student tasks during the course. Qualitative analysis of data show that during this period, the percentage of the number of correctly problems are developed in structured situations from 80% to 84%, in semi-structured situations from 38% to 93%, in delicious problem posing, from 13% to 40%, in the nutritious problem posing, from 4% to 40% and in delicious and nutritious problem posing from 0 to 11%. In Vistro-Yu problem posing method, in all components of problem posing, the percentage of the number of correctly posed problems was from 87% upwards. With quantitative data analysis of t-test of two dependent samples shows that in addition to problem posing in structured situations, the average score of problem posing in semi-structured situations, delicious problems, nutritious problems and delicious and nutritious problems in the post-test is better than the pre-test.  Results of qualitative and quantitative analysis of data and our observations of students' performance during the course and interviews, showed that the problem posing education to prospective mathematics teachers scheme based on ADDIE, has led to a favorable development in their mathematics problem posing.