Analysis of the relationship between problem solving strategy training and mathematical problem posing in terms of different variables

Mathematics, by its nature, is a science based on metacognitive skills. In today's circumstances meaningless pure knowledge is qualified as not hard to reach, invaluable unless known how to be used. Since being able to make knowledge meaningful, to use it and to find solutions to problems is valuable nowadays, problem solving and problem posing which is accepted as the last step of problem solving, might be the most valuable abilities. In this study that is aimed to identify the factors affecting 9th grade students problem posing abilities, a qualitative research is performed with eight 9th grade students. First of all, an education based on problem solving and problem posing including 10 different strategies is given to these students who are identified to have different demographic and academic qualifications. At the end of this 20 hours education, a post-test is applied including an activity for each strategy, in order to be able to evaluate students' problem solving and problem posing abilities. After the content analysis of the post-test, a semi-structured interview is performed with the students over their general ideas about mathematics and the present study. Under the light of the findings of this study, it is seen that the problem posing abilities of students is positively affected from academic achievement, parents' education levels, siblings' education levels and attitude towards mathematics. It is also seen that the education given has developed firstly problem solving ability and problem posing ability afterwards.