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The study examines the quality of the mathematical reasoning problems posed by 34 student teachers at a public university in Surabaya, Indonesia. Problems were evaluated through four aspects: indicator suitability, plausibility of solutions, correctness of solutions, and language readability. Results show over 70% success overall, while most items align with “analyse” rather than “evaluate” or “create”.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-student-teachers-ability-in-posing-mathematical-reasoning-problems/599468/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-student-teachers-ability-in-posing-mathematical-reasoning-problems/599468.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about student teachers?","Question",{"text":112,"@type":113},"It investigates the quality of mathematical reasoning problems posed by student teachers and how well those problems meet established criteria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many student teachers participated, and where?",{"text":117,"@type":113},"Thirty-four student teachers participated at a public university in Surabaya, Indonesia, after attending an assessment lecture.",{"name":119,"@type":110,"acceptedAnswer":120},"Which four aspects were used to assess the posed problems?",{"text":121,"@type":113},"Indicator suitability (cognitive behaviors), plausibility of the solution, correctness of the solution, and language readability were used for assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599468,1792211234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DOI: [https://doi.org/10.26529/cepsj.1368](https://doi.org/10.26529/cepsj.1368)  \nAssessing Student Teachers’ Ability in Posing Mathematical Reasoning Problems  \nMasriyah*1, Ahmad Wachidul Kohar2, Endah Budi Rahaju2, Dini Kinati Fardah2 and Umi Hanifah2, 3  \n• Assessing student teachers’ ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public university in Surabaya, Indonesia, who attended an assessment lecture posed mathematical problems, where four aspects (suitability of indicators which refers to cognitive behaviour expected from the problems posed, the plausibility of the solution of the problems poses, the correctness of the solution, and language readability) were used to assess the problems posed. The results indicate that more than 70% of the studentteacher participants were successful in posing reasoning problems (either objective or subjective questions) indicated by those which are in accordance with the established criteria. However, most of the posed problems are categorised as ‘analyse’ problems instead of ‘evaluate’ or‘create’ problems.  \nKeywords: mathematical reasoning problem, student teachers, problem-posing  \n1 *Corresponding Author. Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Indonesia; [masriyah@unesa.ac.id](masriyah@unesa.ac.id).  \n2 Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Indonesia.  \n3 Institut Teknologi dan Sains Nahdlatul Ulama Pasuruan, Indonesia.  \n10 assessing student teachers’ ability in posing mathematical reasoning problems  \nOcenjevanje zmožnosti študentov, bodočih učiteljev, pri zastavljanju problemov matematičnega sklepanja  \nMasriyah, Ahmad Wachidul Kohar, Endah Budi Rahaju, Dini Kinati Fardah in Umi Hanifah  \n• Ocenjevanje zmožnosti študentov, bodočih učiteljev, pri zastavljanju problemov matematičnega sklepanja v okviru njihovih izkušenj v izobraževanju učiteljev je bistvenega pomena zaradi vse večjih izzivov pri njihovi pripravi na učenje v 21. stoletju. Ta študija raziskuje kakovost problemov matematičnega sklepanja, ki jih zastavljajo študentje, bodočiučitelji. 34 študentov učiteljev na javni univerzi v Surabayi v Indoneziji, ki so se udeležili ocenjevalnega predavanja, je zastavljalo matematične probleme, pri čemer so bili za oceno zastavljenih problemov uporabljeni štirje vidiki (ustreznost kazalnikov, ki se nanaša na kognitivno vedenje, pričakovano od zastavljenih problemov, verjetnost rešitve zastavljenih problemov, pravilnost rešitve in berljivost jezika) . Izsledki kažejo, da je bilo več kot 70 % udeleženih študentov, bodočih učiteljev, uspešnih pri zastavljanju problemov sklepanja (objektivnih ali subjektivnih vprašanj), kot kažejo zastavljeni problemi, ki so skladni z določenimi merili. Večina zastavljenih problemov pa je razvrščena v kategorijo problemov »analiziranja« namesto problemov »vrednotenja« ali »ustvarjanja« .  \nKljučne besede: problem matematičnega sklepanja, študentje, bodočiučitelji, zastavljanje problemov  \nIntroduction  \nPosing mathematical tasks is essential for all mathematics teachers in presenting their instructions (Smith et al., 1996) . In this regard, Chapman (2013) included such skills in a setting in which teachers should be able to identify, select, and create mathematically and pedagogically rich tasks. The latter ability is deemed problem-posing ability, in which teachers are encouraged tobe knowledgeable of and skilled at problem-posing in order to provide students with learning opportunities that involve it (Cai, 2013). Despite problem-posing being the leading mathematical activity that stimulates mathematical thinking, not every situation of individuals’ mathematical wor","cbCairBqGsOaZyQu","https://ap.wps.com/l/cbCairBqGsOaZyQu","pdf",244687,29,"English","# Introduction\n## Key framework for problem posing and reasoning\n## Reasoning processes and cognitive demand levels\n## HOTS, Bloom’s taxonomy, and reasoning/proof standards","[{\"question\":\"What does the study investigate about student teachers?\",\"answer\":\"It investigates the quality of mathematical reasoning problems posed by student teachers and how well those problems meet established criteria.\"},{\"question\":\"How many student teachers participated, and where?\",\"answer\":\"Thirty-four student teachers participated at a public university in Surabaya, Indonesia, after attending an assessment lecture.\"},{\"question\":\"Which four aspects were used to assess the posed problems?\",\"answer\":\"Indicator suitability (cognitive behaviors), plausibility of the solution, correctness of the solution, and language readability were used for assessment.\"}]","Assessing Student Teachers’ Ability in Posing Mathematical Reasoning Problems | PDF",1792088826,73]