Designing problems : what kinds of open-ended problems do preservice teachers pose?

This paper describes preservice teachers' reported experience of problem posing based on self-selected original digital images. The 176 participants from Australia and Canada designed open-ended problems as part of their mathematics education course. Their 444 problems and accompanying photos have been analysed lo explore the types of problems posed and the focus of the mathematical connections. Findings indicate that preservice teachers are challenged when posing open-ended problems however, this process enables them to develop strategies for problem posing and to become more critically aware of the mathematical potential within their environment.