Realistic Answers in Open Word Problems: A Comparative Study Among Prospective Teachers

Abstract

This study delves into the realism of answers provided by first- and fourth-year prospective mathematics teachers (N = 115) and prospective primary school teachers (N = 126) in an open mathematics word problem aiming to assess the longitudinal impact of two types of teacher education
programs. Specifically, it assesses how the candidates’ major and year of study influence their ability to provide realistic answers. Additionally, the study investigates the relationship between perceived proficiency in word problems and the quality of responses. The findings allow for inference on how the general professional preparation influences the sensitivity to solve open word problems in the case of prospective teachers who will teach math ematics in primary or secondary schools.