Exploring the Interaction Between Mathematical Connections and Problem Posing Skills in Prospective Teachers: A Study on the Concept of Function

This study aimed to investigate how preservice mathematics teachers employ their mathematical connection skills when posing problems within the context of the concept of function, as well as to explore whether an interaction exists between problem-posing and mathematical connections. The research was conducted using a qualitative methodology, adopting a case study design. The sample consisted of 40 preservice mathematics teachers enrolled in the Faculty of Education at a public university. Data were obtained from problems posed by preservice teachers based on different types of mathematical connections and analyzed through qualitative data analysis methods. The findings indicated that preservice mathematics teachers were relatively more successful in posing problems involving multiple representations, whereas they experienced notable challenges in constructing problems that required interdisciplinary connections. Furthermore, the study revealed evidence of an interaction between problem-posing and mathematical connection skills. Based on these findings, it is recommended that teacher education programs adopt a holistic approach to the processes of problem-posing and mathematical connections, thereby supporting preservice teachers in developing stronger interdisciplinary and real-world linkages. In conclusion, this study emphasizes that the simultaneous development of problem-posing and mathematical connection skills in teacher education programs plays a pivotal role in enhancing preservice teachers’ interdisciplinary thinking and relational understanding. Future research and educational practices in this direction could contribute substantially to promoting a more meaningful, integrative, and conceptually grounded approach to mathematics teaching and learning.