Nicolás Tizón Escamilla

To promote optimal learning in their students, mathematics teachers must be proficient in problem posing, making this skill a cornerstone in teacher training programs. This study presents a formative action in which pre-service teachers are required to create and analyze a problem involving proportional reasoning within a probabilistic context. For this problem, they must identify the objects and processes involved in its resolution, recognize the degree of algebraic reasoning implied and identify potential difficulties for students. Subsequently, they need to formulate and analyze a new problem with variation, which mobilizes higher-level algebraic activity. Results indicate that prospective teachers struggle to pose problems that engage proportional reasoning, as well as to identify in their analysis which elements of proportional and algebraic reasoning are present in their solutions. Despite this fact, a significant percentage of participants adequately modify the original problem to address higher levels of algebraic reasoning, identifying in these cases the new algebraic objects and potential difficulties that might arise as the degree of generalization required in the solution increases. The study concludes by underscoring the importance of training in problem posing to enhance the knowledge and competences of prospective teachers concerning proportional and algebraic reasoning.