Effectiveness of skill-based problem-posing education

This research aims to examine effects of problem posing teaching on pre-service primary school teachers' skill-based problem-posing situations related to fourth-grade measurement learning area. Carried out with 4th grade students studying in a class teaching department of a state university in the fall semester of the academic year 2021-2022 and used the mixed method, the design of this research is a embedded. The application process of the research was carried out in 10 weeks with experimental and control groups of 25 people. Problem Posing Test and interview form were used as data collection tools. The Problem Posing Test consists of a total of 12 problem posing situations which are grouped under structured, semi-structured and free problem posing. Quantitative data were obtained through a rubric created for evaluation of the Problem Posing Test. In the analysis of quantitative data, t-test, Mann Whitney-U test and Wilcoxon Signed Ranks Test were used. Free problems used to reveal mathematical process skills were analysed descriptively according to the conceptual framework created and qualitative data were obtained. In addition, content analysis of the qualitative data collected through the interview form was performed. Having been evaluated in terms of mathematical process skills, the free problem posing situations of the teacher candidates before the application were seen as not at a sufficient level in both groups. In terms of mathematical communication, they largely misused concepts and symbols. In general, they preferred the type of verbal representation in problems that were posed. The experimental and control groups did not use much of the inter-conceptual, different inter-representations of the concept and different interdisciplinary associations in the problems they posed. Pre-service primary school teachers who thought of problem and problem posing as concepts related to daily life were able to relate their free problems to real life at a high level. In terms of mathematical reasoning, teacher candidates often posed problems that required analogy-based reasoning. After problem posing teaching, the free problems posed by the experimental group gained quality in terms of developing mathematical process skills of students. In mathematical communication, they used table and visual representation types in addition to verbal representation. They posed problems that required creative-based reasoning by increasing mathematical associations. In this direction, the conceptual framework created for examination of the mathematical process skills to be gained according to mathematics teaching curriculum can be used as a measurement tool in problem posing studies.