Vol. 29 No. 1 (2020)

Analysis of Elementary Preservice Teachers’ Identification of Mathematical Problem-Solving Tasks and Anticipated Student Solutions

Ozgul Kartal
University of Wisconsin Whitewater
Susie G. Morrissey
Mercer University
Gorjana Popovic
Illinois Institute of Technology

Published 2020-12-18


  • problem-solving tasks,
  • anticipated solutions,
  • preservice elementary mathematics teachers,
  • problem-solving strategies


According to the Association of Mathematics Teacher Educators (AMTE, 2017), teachers should first try to see problems through their students’ eyes, anticipate, understand, and analyze students’ varied ways of thinking, and respond appropriately. In this study, we engaged preservice teachers (PTs) in planning to implement problem-solving tasks; explored how they identified problem-solving tasks; and characterized their anticipated responses to those tasks. PTs’ competencies and deficiencies in selecting problem-solving tasks and anticipating solutions were described. The results inform the design of more effective interventions in math methods courses to help PTs to plan for implementation of problem-solving in their future teaching.