(Objective)

The competence to pose problems promotes a deep understanding of mathematical concepts and develops problem-solving skills in students. Therefore, teachers must have the competence to effectively pose and modify the problems they use in the instructional process to offer students better learning opportunities. This study aims to evaluate the development of problem-solving and problem-posing skills on statistical tables and the assignment of algebraic reasoning levels.

(Methodology)

As part of a training exercise, two problems related to statistical tables taken from textbooks were given to a sample of 66 prospective mathematics teachers. Their answers were evaluated through content analysis.

(Results)

Results revealed that prospective teachers correctly posed and solved problems involving statistical tables and demonstrated the use of advanced algebraic reasoning levels. However, limitations were observed in assigning algebraic reasoning levels to modified or self-created problems, particularly those focused on constructing different types of statistical tables.

(Conclusions

) Trainees adequately solved problems; however, they partially developed the competencies of problem-posing and assigning algebraic reasoning levels based on statistical tables. In conclusion, the development of these competencies must be reinforced in teacher training, given the relevance to their professional performance and student learning.

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