The effect of problem solving and problem posing practices on mathematical literacy of 7th grade students

The aim of this study is to examine the effect of the problem solving and posing practices prepared in accordance with certain criteria on mathematics literacy of secondary school students. The question "Is there any effect of the problem solving and problem posing practices of the secondary school students in the 7th grade on the students' mathematics literacy?" was determined as the research problem in this study. The universe of the study is composed of 7th grade students in secondary schools affiliated to the Ministry of National Education and secondary schools in Amasya. The school where the application will be made was selected by using simple random sampling method by taking into account the achievements of the schools in the province in 2017 TEOG (Basic Education to Transition to Secondary Education). The sample of the study consisted of 100 students, 50 experimental group and 50 control group students at the 7th grade level. The levels of the experimental group and the control group were identical. In this study; a mathematical literacy pre-test, the activities of the problem solving and posing program prepared by taking into account the mathematics literacy competencies, the last test of mathematics literacy and a clinical interview form which aims to elaborate the processes in the problem solving and posing program were used. as data collection tools. In the study, the data obtained by using pre-test and post-test were analyzed by statistical tests in SPSS 23 program. The data obtained during the process of problem solving and posing program of the research were analyzed with content analysis method. The data obtained from the clinical interview was also analyzed by taking into account the mathematics literacy competencies. When the pre-test and post-test results were taken into consideration in the study, it was determined that there was a significant difference in the students' mathematics literacy in favor of the experimental group at the end of the program. The results of the practice process data and the results of the clinical interview data support the significant difference determined in favor of the experimental group. In addition, according to the results of the practice process and clinical interview process, it is determined that students can successfully solve and pose the problems when they use mathematical literacy competences correctly.