The effect of GeoGebra supported problem posing based learning process on students' problem posing skills and self-efficacy belief

The purpose of this study is to investigate the effect of the GeoGebra supported problem posing based learning process on the problem posing skills and problem posing self-efficacy beliefs of eighth grade students about triangles and to determine the students' opinions on this learning environment. Embedded design as a part of mixed method to be applied in this study. The study group comprises of 16 eighth grade students attending a public school in the fall semester of the 2018-2019 academic year. Research makes use of problem posing test, personal information form, opinion form, problem posing self-efficacy scale and GeoGebra supported learning activities as data collection tools. Based on GeoGebra software, the learning activities were conducted in accordance with the six stages of Ellerton's (2013) Active Learning Framework targeting the acquisition of triangles and congruence-similarity. The implementation process lasted a total of thirteen weeks; four weeks teaching GeoGebra software, one week applying measurement tools, and seven weeks of learning activities. For quantitative data analysis, Wilcoxon signed rank test, dependent groups t-test and multiple regression analysis were used while descriptive and content analysis were conducted for qualitative data analysis. The problems posed by the students were evaluated according to the rubric consisting of seven criteria developed by Özgen, Aydın, Geçici and Bayram (2017). The study suggests that problem posing based learning process supported by GeoGebra improved students' problem posing skills and increased their self-efficacy beliefs on problem-posing. In addition, it was found out that only mathematics achievement was a significant predictor on students' problem posing scores and that self-efficacy beliefs towards problem posing did not have a significant effect. It can be claimed that the GeoGebra supported Active Learning Framework supports students' ability to associate triangles with daily life as well as focusing, research, problem posing, problem solving and discussion skills. As the weeks progressed, the problems posed by the students via GeoGebra software during the application process relatively improved in quality in terms of all the criteria of the rubric. Besides, it turned out that students' views regarding the learning process were positively influenced. This study reveals that supporting the learning process with problem posing activities positively affects students in many ways. Therefore, the stages of the Active Learning Framework where problem solving and posing are integrated, can guide teachers in the process of problem posing based learning. Moreover, it is recommended to utilize the GeoGebra assisted Active Learning Framework in problem posing based approaches, since supporting the process with GeoGebra software is effective in acquiring the targeted skills.