The Relationship Between Outdoor Learning Environments and Pre‐Service Mathematics Teachers' Problem Posing Skills

ABSTRACT This study examines the relationship between outdoor learning environments, pre‐service mathematics teachers' problem posing skills and their problems' mathematical complexity level. While we evaluated the problem posing skills of pre‐service mathematics teachers, we combined the theoretical frameworks in the literature. We first classified the responses according to whether they were sufficient problems or not. Then, we classified the sufficient problems according to their mathematical complexity level. In addition to all these, in order to reveal the problem posing skill scores of pre‐service mathematics teachers, we made an evaluation based on criteria. The findings revealed a statistically significant improvement in both the sufficiency and mathematical complexity level of the problems posed by pre‐service mathematics teachers across all tasks. The proportion of sufficient problems increased from 32.5% to 97.5%, and the share of high‐complexity problems rose from 0% to 32.5%. In conclusion, the study demonstrates that outdoor learning tasks rooted in real‐life contexts play a crucial role in enhancing pre‐service mathematics teachers' problem posing abilities.