147788 20260112133358.0 sideral 141326 ART-2024-141326 eng Burgos, María Problem Posing in Mathematics Teacher Training: Developing Proportional Reasoning 2024 Access copy available to the general public Unrestricted The aim of this paper is to describe and analyze how a group of prospective teachers create problems to develop proportional reasoning either freely or from a given situation across different contexts, and the difficulties they encounter. Additionally, it identifies their beliefs about what constitutes a good problem and assesses whether these beliefs are reflected in their problem creation. This is a descriptive-qualitative study that utilizes theoretical and methodological tools from the Onto-semiotic Approach in the content analysis of participants' responses. The results indicate that the prospective teachers' beliefs about what makes a good problem do not always manifest in their practice. The prospective teachers faced challenges in inventing problems that meet the established didactic-mathematical purpose, related to insufficient didactic-mathematical knowledge of proportional reasoning, achieving better outcomes in the arithmetic context and in free creation. info:eu-repo/semantics/openAccess by-nc-sa https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es 0.301 2024 Mathematics (miscellaneous) 2024 Q3 Education 2024 Q3 1.7 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Chaverri, Jorhan Muñoz-Escolano, José M. Universidad de Zaragoza (orcid)0000-0002-8713-4591 2006 200 Universidad de Zaragoza Dpto. Matemáticas Área Didáctica Matemática 16, 4 (2024), 35-58 Mathematics Teaching-Research Journal 2573-4377 1008856 http://zaguan.unizar.es/record/147788/files/texto_completo.pdf Versión publicada 2441054 http://zaguan.unizar.es/record/147788/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:147788 articulos driver 2026-01-12-13:22:35 ARTICLE