Examination of effects of mathematics teaching with problem posing approach on sixth grade students' problem solving success, problem posing abilities and views towards mathematics

The aim of this research is to examine the effects of mathematics teaching with problem posing approach on sixth grade students? problem solving success, problem posing abilities and views towards mathematics.In this research conducted about the mathematics teaching with problem posing approach on the sixth grade level, the pretest-posttest control group experimental model was used in order to determine the students? problem solving success and problem posing abilities. In order to study the effects of mathematics teaching with problem posing approach on students? views towards mathematics, qualitative data were collected with the interviews performed with the students in the experimental group. The research was conducted with two groups, one of which was the experimental group composing of 21 students and the other was the control group composing of 19 students, in Cengiz Topel Elementary School in Gölpazarı county of Bilecik provinceThe students in the experimental group were taught mathematics using problem posing approach while the ongoing teaching-learning process by the book continued for the students in the control group in the research. The ?Problem Solving Success Test? and ?Problem Posing Ability Test? prepared for the ?Decimal Fractions? subject from the Sixth Grade Mathematics Curriculum were applied by the researcher to both groups as the pretest before the teaching and as the posttest after the teaching. In addition, semi-structured interviews were performed with the students in the experimental group using the ?Interview Form about Mathematics? prepared by the researcher. The data collected from the interviews were assessed with a descriptive analysis approach.The SPSS (Statistical Package for the Social Sciences) computer program was used for the analysis of the quantitative data in the research. T test was applied for the comparison of the problem solving success and problem solving ability levels of the students in the experimental and control groups. The qualitative data was analyzed with a descriptive analysis approach.It was found that the Problem Solving Success Test posttest grade averages of the students in the experimental and control groups were significantly higher than the pretest grade averages. When the posttest grades of the experimental and control groups regarding problem solving success were compared, a significant difference between the groups was not found. While the Problem Posing Ability Test posttest grade averages of the students in the experimental group were found to be significantly higher than the pretest grade averages, it was determined that the difference between the posttest grade averages and the pretest grade averages of the students in the control group was not significant. When the posttest grades of the experimental and control groups regarding problem posing ability were compared, a significant difference between the groups was found. On the other hand, it was found that there were positive differences in the experimental group students? views towards mathematics.Key Words: Mathematics Teaching, Problem Solving, Problem Posing, Elementary School Students? Views Towards Mathematics.