Investigating the Problem Generating Ability of Prospective Mathematics Teachers

Abstract

The current study focuses on prospective mathematics teachers' ability to generate problems. A single-item test called the Problem Generating Ability Tool(PGAT). was employed.  Nearly 12% of the prospective mathematics teachers in the sample have a high problem generating ability. The ability to generate problems does not differ considerably by gender or academic qualifications of prospective mathematics teachers. Only the Backward Communities group differed considerably from the Scheduled Castes and Scheduled Tribes categories in terms of social status of prospective mathematics teachers. The social status of the Open Category group did not differ significantly from the other two groups. This study reassures that mathematics teachers possess adequate problem generating ability and hence they can nurture the trait among their wards.