Identifying mathematical problems in classroom action research proposals: a qualitative case study of pre-service primary teachers

Nelly Fitriani, Citra Megiana Pertiwi, Gida Kadarisma, Samuel Igo Leton

Abstract


The ability to accurately identify learning problems is a fundamental stage in conducting Classroom Action Research, particularly in elementary mathematics learning. However, pre-service primary teachers often focus on general classroom issues rather than students’ specific mathematical difficulties. Although previous studies have examined professional noticing and reflective practice in teacher education, limited attention has been given to how pre-service primary teachers identify mathematical problems when formulating Classroom Action Research proposals. This study aimed to analyze the levels of mathematical problem identification reflected in pre-service primary teachers’ proposals. A qualitative case study design was employed, involving 32 pre-service primary teachers enrolled in a Classroom Action Research course during the 2025/2026 academic year. Data were collected through proposal document analysis, semi-structured interviews, revised proposals, and classroom discussion documentation. The data were analyzed thematically through open coding, axial coding, and selective coding. The findings revealed four levels of mathematical problem identification: general learning problems, procedural problems, conceptual mathematical problems, and reflective-pedagogical problems. Most participants remained at the general and procedural levels, indicating that they tended to recognize visible classroom symptoms and procedural errors rather than diagnose underlying mathematical difficulties. This study contributes an empirical four-level framework that extends discussions on professional noticing, diagnostic competence, and pedagogical reasoning by showing how pre-service teachers progress from recognizing classroom symptoms to interpreting students’ mathematical thinking and connecting it with instructional decision-making. The findings also provide implications for strengthening Classroom Action Research courses through diagnostic training and analysis of students’ mathematical learning difficulties.


Keywords


identification of mathematical problems; classroom action research; professional noticing; pedagogical reasoning

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References


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DOI: https://doi.org/10.17509/ijpe.v10i1.100563

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