Review of the impact of the problem-building approach in middle school mathematics teaching on students' perceptions to solve problems

In the research it is aimed to identify the effect of processing problem solving activities within the middle school math class on the perception of students towards problem solving with a problem-building approach. Furthermore, it was aimed to examine the educational outcomes of problem-solving contents in middle school mathematics textbooks and to determine the opinions of middle school mathematical teachers on the problem solving skills of students, as well as to examine some of the important variables in the learning process. The research is designed in the context of the mixed research model, based on studies to address and resolve qualitative and quantitative data together. Data are used from qualitative research methods, document review and semi-structured interview techniques, quantitative methods, and the perception scale used in semi-experimental studies with pre-test and post-test experimental control groups. The middle school math textbook within the study was included in the study of educational design as three different textbooks that were taught in the 2020-2021 academic year. Mathematics teachers were part of a semi-structured interview study, comprising 20 secondary school mathematics teachers working group in Antalya province Kumluca district. The sample of semi-experimental study with experimental control group is comprised of 111 middle school students studying in Antalya province, Kumluca district.With data obtained from the study, content analyze ,pre-test post-test t-test analyzes ,Ancova analyze and spss package programs in descriptive analyzes were used. According to the findings it was identified that the educational design of problem-solving content in middle school mathematical textbooks was not sufficient, and as for the teachers' opinions that the students' problem solving skills were not at the desired level and problem-solving education process carried out with a problem-building approach based on the findings of semi-experimental studies had a positive impact on students' perceptions about problem solving.