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August 16, 2026Irish Educational Studies

How do preservice mathematics teachers select and transform mathematical problems into real-life contexts?

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Authors

LILutfi IncikabiMSMusa SadakÇKÇiğdem Kılıç

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Overview

Qualitative case study reveals that problem adaptation strategies enhance task realism in preservice mathematics teachers, highlighting the need for targeted task-design training.

Key Points

  • To examine how preservice mathematics teachers select and adapt textbook mathematics problems into realistic, real-life contexts.
  • Conducted a qualitative case study with 49 final-year preservice mathematics teachers (35 males, 14 females) at a state university in northern Turkey.
  • Analyzed 98 selected and transformed textbook tasks alongside data from two rounds of semi-structured interviews evaluating teacher decision-making.
  • Categorized task-design approaches into creating (generating a new context) and elaborating (enriching an existing context).
  • Both creating and elaborating approaches improved problem realism, yielding strong qualitative gains in contextual proficiency via realistic data and dialogue.
  • Affective proficiency improved across transformed tasks but remained consistently more challenging for preservice teachers to establish at a fully sufficient level.

Cite This Study

Incikabi et al. (2026) studied this question.

synapsesocial.com/papers/6a8179bcf2fb91fc834ad16ahttps://doi.org/10.1080/03323315.2026.2716022
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