Investigation of the effect of geogebra assisted problem posing based learning process on creative problem posing skills of prospective teachers

The purpose of this research is to examine the effect of a GeoGebra-supported problem-posing-based learning process on the creative problem-posing skills of prospective elementary mathematics teachers. The participants of the study were nine second-year prospective elementary mathematics teachers studying at a state university. The data collection tools included mathematical activities developed by the researcher, GeoGebra files created by the prospective teachers, and screen and voice recordings taken during the implementation process. The implementation process lasted a total of twelve weeks, consisting of five weeks of GeoGebra software training and seven weeks of learning activities. The data obtained regarding the prospective teachers' creative problem-posing skills were analyzed using a decimal-based scoring scheme developed by Leikin and Elgrably (2020) to evaluate creativity in problem-posing activities. The analysis of the data showed that the prospective teachers struggled with creativity in problem-posing activities and had low creativity scores. On the other hand, despite the challenges posed by these mathematical activities, the analysis of the data obtained in the study showed that they improved the prospective teachers' creative problem-posing skills. Based on the findings, it was concluded that supporting the stages of mathematical activities and the extended active learning framework with GeoGebra software is effective in developing creative problem-posing skills. Additionally, when the creative problem-posing skills of the prospective teachers were examined in terms of the components of creativity (fluency, flexibility, and originality), it was found that the highest score was in the flexibility component, and the lowest score was in the fluency component across all groups. In light of these results, it is recommended to use GeoGebra-supported problem-posing processes and research-based problem-posing activities to develop the creativity skills of prospective teachers.