An analysis of the relationship between problem-posing and problem-solving skills of secondary school students in terms of mathematical and linguistic complexity

The aim of this study is to determine the problem solving and problem posing skills of secondary school students and to examine the relationship between these skills in a mathematical and linguistic context. "What is the relationship between middle school students' problem posing and problem solving skills in terms of mathematical and linguistic complexity?" has been identified as the problem of research. The population of the study consisted of 5, 6, 7 and 8th grade students who are studying in 3 randomly selected secondary schools in Gaziemir district of Izmir. Student selection is random, 30 students from each grade level were selected and the study was completed with 120 students in total. In the first stage of the research, M.E.B. The ones suitable for the curriculum were directed from the problems within the scope of the acquisitions. In order to determine the problem solving skills of the students, 10 problems (routine and non-routine) of different problem types were directed to the students at each grade level. Likewise, students were asked to establish their own problems in parallel with the curriculum. In this context, data collection forms including problem solving and problem posing studies were prepared, and then the collected data were evaluated and analyzed through certain ruptures created in terms of linguistic and mathematical complexity. The relationship between the data obtained from all studies was established by taking a percentage.In this research, descriptive research method, one of the research patterns included in the non-experimental and qualitative research approaches, was used. Problems "Solves and installs problems involving four operations." was chosen from the acquisition. According to the results of the research, it was seen that students with high problem solving skills had a high rate of solvable mathematical setup and high mathematical complexity of the problems established. There was not much difference between the problem solving skill of the students and the distribution of the linguistic complexity levels of the problems they established, students at all problem solving skill levels created problems that were mostly evaluated in the homework and relational classes in terms of linguistic complexity. The rate of problem-solving students, who were evaluated in the high complexity class in a mathematical context, was higher compared to the problem-solving skill. Students, regardless of their level of problem-posing skills, have mostly created problems evaluated in homework and relational class.