Abdul Haris Rosyidi, Ali Shodikin, Heri Purnomo, Pradnyo Wijayanti
Problem posing, the ability to formulate new problems or questions based on existing knowledge, is an essential aspect in learning geometry. It has a significant impact on the understanding and application of geometric concepts. This research explores the process of posing mathematical problems on geometry content in school mathematics courses. The main focus of the research is to understand how male and female students pose geometric problems. This qualitative study uses in-depth observation and semi-structured interviews as data collection methods. The results show differences in the approaches and characteristics of the problems posed by the two groups. Male student tends to pose problems that focus more on technical and analytical aspects, such as calculating areas, volumes, or complex geometric properties. They more often choose problems that require a high level of logical and spatial thinking, and like challenges that require the ability to visualize and manipulate geometric shapes. In contrast, female students tend to ask problems that are more context-oriented and practical applications, such as problems involving measurements in everyday life or aesthetic design. They often choose problems that allow integration with real experience and place more emphasis on understanding basic concepts and their application. These differences reflect tendencies and interests influenced by social and psychological factors, as well as how both genders view and approach the study of geometry. This research highlights the importance of diverse and inclusive teaching approaches, which can accommodate students' different learning styles and interests, and reduce gender bias in mathematics education. This research provides important insights for teaching strategies that are more inclusive and support all students in developing their mathematics skills. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Ketintang, Surabaya, Indonesia
