Vol.9, No.3, August 2020.                                                                                                                                                                                ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Pre-Service Elementary School Teachers' Awareness of Posing Mathematical Pseudo-Problems


Sitti Fithriani Saleh, Purwanto Purwanto, Sudirman Sudirman, Erry Hidayanto


© 2020 Sitti Fithriani Saleh, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 9, Issue 3, Pages 1252-1261, ISSN 2217-8309, DOI: 10.18421/TEM93-54, August 2020.


Received: 01 May 2020.

Revised:   10 August 2020.
Accepted: 16 August 2020..
Published: 28 August 2020.




This study aimed to expose pre-service elementary school teachers' awareness of selecting and using real-life context in the problems they posed. The participants of this study were asked to create mathematical problems. The findings showed that some of the participants were more focused on the mathematical concepts and procedures, but tended to ignore the contexts of the problems proposed. As a result, they created problems using numbers and stories that are not relevant to everyday life or are termed pseudo-problems. Some of the real-problems submitted by the participants were not based on an awareness of problem-context relevance.


Keywords –pre-service elementary school teachers, problem posing, mathematical problem, real-problem, pseudo-problem.



Full text PDF >  



Copyright © 2012-2020 UIKTEN, All Rights reserved
Copyright licence: All articles are licenced via Creative Commons CC BY-NC-ND 4.0 licence