Problem Posing in Primary School Teacher Training

The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants’ reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and in-service teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?