The investigation of pre-service mathematics teachers' problem posing processes'

The aim of this study is to investigate the problem posing processes of pre-service mathematics teachers and to reveal the relationship between these processes. The participants of the study are 57 pre-service mathematics teachers attending 2nd, 3rd and 4th grades in a faculty of education in Aegean Region. In this study, a case study, which is one of the qualitative research designs, was applied. The research process was carried out in two stages within the framework of this method. In the first stage, the Problem Posing Form (PPF), which was created by the researcher in accordance with three different types of problem posing structures, which were formed by Stoyanova and Ellerton (1996), provided that all prospective teachers set up 10 problems. The data obtained from the PKF were also evaluated with the Problem Assessment Scale (PAS), which was formed by the researcher, and semi-structured interviews were conducted with the 8 teacher candidates with the highest score. With the evaluation of the findings, it was aimed to examine the problem posing processes of prospective teachers. As a result of the study, it was seen that teacher candidates were more unsuccessful in establishing free-type problems than other types of problem posing. The participants took advantage of the problems that they remembered before. It was seen that the pre-service teachers did not solve the problems they created again, but they focused on finding the result as an integer. A very low percentage of the participants attempted to relate the mathematical problems they established with daily life. Key Words: Problem, problem posing, pre-service mathematics teachers, mathematics education.