DIFFICULTIES FACED BY PRE-SERVICE MATHEMATICS TEACHERS IN IMPLEMENTING THE TEACHING AND LEARNING THROUGH PROBLEM SOLVING APPROACH: FOCUS ON PROBLEM SELECTION AND STUDENT SUPPORT DURING RESOLUTION

Abstract

This article aims to analyze the difficulties faced by pre-service Mathematics teachers in developing teaching proposals based on the Teaching and Learning of Mathematics through Problem Solving (EAMvRP). This qualitative study was conducted with 17 undergraduate students from a public university in the state of Paraná, Brazil, who participated in a teacher education program within the subject of Teaching Probability and Statistics. During the program, the participants designed and implemented pedagogical proposals grounded in the five actions outlined in the EAMvRP framework. Data were collected through questionnaires, the teaching proposals produced by the groups, and researchers’ field notes. The data analysis followed Content. The results revealed that the main difficulties emerged in the actions of “problem selection” and “supporting students during problem solving.” The challenges included constructing meaningful and challenging problems, anticipating resolution strategies, mediating students’ thinking without providing direct answers, and managing classroom time effectively. These findings highlight the importance of pre-service teacher education that deeply addresses the use of Problem Solving as a teaching methodology.