“…Moyer , Moyer, Sowder, & Threadgill-Sowder, 1984 Students often experience difficulties in understanding the text of a word problem rather than its solution Lewis & Mayer, 1987 Students' ability to solve word problems is affected by the method of presentation and the presentation of accurate pictures aids student achievement with word problems while the presentation of inaccurate pictures hinders their solutions Webb & Sherrill, 1974 Recent studies that helped teachers to enhance their knowledge of meaningful problems also suggest different types of problems that are important for teachers to know for teaching PS. For example, studies have engaged teachers in posing and evaluating problems (Crespo & Sinclair, 2008;Lee, 2012); posing cognitively demanding tasks (Norton & Kastberg, 2012); multiple-solution tasks (Guberman & Leikin, 2013); tasks with potential to occasion/promote mathematical creativity in problem solving (Levenson, 2013); demanding problems that generally allowed for a variety of problem-solving strategies (Szydlik, Szydlik, & Benson, 2003); rich mathematical tasks (Slavit & Nelson, 2010); metamathematical awareness of the interest and difficulty of any given problem (Leiken, 2003); and understanding levels of cognitive demand of problems (Arbaugh & Brown, 2004 2010provides examples of open-ended problems for teachers' learning that will support their MPSKT.…”