Investigation of mathematics teacher candidates' problem posing skills regarding the topic of derivatives

vThe purpose of this study is to examine the problem-posing skills of pre-service mathematics teachers regarding the topic of derivatives and to reveal their views on problem-posing. To this end, the case study method, one of the qualitative research methods, was employed. The study group consisted of 36 pre-service primary school mathematics teachers studying at Kastamonu University Faculty of Education. A 7-question problem-posing test developed by the researcher was used as the data collection tool. The problem-posing test was designed based on Stoyanova and Ellerton's (1996) free, semi-structured, and structured problem-posing strategies. Descriptive and content analysis were used in the data analysis of the problems created in the study. Upon examining the results of the study, it was determined that the pre-service teachers were generally unsuccessful in creating problems related to derivatives using free, semi-structured, and structured problem-posing strategies. However, the success level was found to be higher in the structured problem-posing strategy compared to the other two strategies. It was identified that the pre-service teachers faced the most difficulty in the free problem-posing strategy. Additionally, it was determined that the pre-service teachers made the most errors in the problem text category while creating problems.