The current research focuses on the ability of aspiring mathematics teachers to create challenges. The Problem Generating Ability Tool (PGAT) was used as a single-item test. Almost 12% of the potential mathematics teachers in the sample show a strong ability to generate problems. The ability of potential mathematics teachers to produce problems is unaffected by their gender or academic qualifications. In terms of prospective mathematics instructors’ social position, only the Backward Communities group differed significantly from the Scheduled Castes and Scheduled Tribes groups. The Open Category group’s social status did not differ considerably from the other two groups. This study confirms that mathematics teachers have adequate problem-solving skills and can thus instil this feature in their students.
Author (S) Details
D. S. N. Sastry
A. J. College of Education, Machilipatnam, Andhra Pradesh, India.
Nova College of Education, Jangareddygudem, Andhra Pradesh, India.
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