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Assessing student teachers' skills in posing mathematical reasoning problems within their experiences in teacher education is essential due to the increasing challenges for them to prepare for 21st-century learning. This study aims at investigating the quality of mathematical reasoning problems posed by student teachers. As many as 34 student teachers who attended an assessment lecture posed mathematical problems, where the three aspects; suitability of indicators with problems posed, the plausibility of the solution, the correctness of the solution, and language readability were used to assess the problems posed. Results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems - either objective or subjective questions - indicated by those which are in accordance with the established criteria although most of the posed problems are categorized as \"analyze\" problem, instead of \"evaluate\" or \"create\" problem. (DIPF/Orig.)

In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have attempted to implement some ideas in my teaching. In this article, I will report on my experience with a selected mathematical problem in mathematics lessons and group study sessions; I will demonstrate how I modified the problem, based on my experience with the students, and I will reflect on my studies of brain-based mathematics teaching and learning. (DIPF/Orig.).