PROBLEM POSING FROM IMAGES IN PRE-SERVICE MATHEMATICS TEACHER EDUCATION

Abstract

This article analyzes an activity developed within the context of pre-service mathematics teacher education, in which future teachers posed problems based on images. The aim of the proposal was to investigate how pre-service teachers mobilize mathematical, contextual, and pedagogical knowledge in the process of posing problems from images. The study adopts a qualitative and interpretative approach, structured around three analytical dimensions: mathematical (content, strategies, and task openness), contextual (connection between image and problem), and didactic-pedagogical (intentionality and formative potential). The results reveal a predominance of algorithmic problems with closed solutions, limited use of images as teaching resources, and a lack of explicit pedagogical intentionality. It is concluded that, in order for Problem Posing (PP) to fulfill its formative role, it is necessary to advance toward more original, critical, and inquiry-oriented practices in initial teacher education.