Examining the problem posing skills primary school teachers about subraction and division and their self efficacy beliefs in mathematics teaching

In recent years, there has been an increasing emphasis on teaching mathematics, Problem posing, problem understanding, and using different question styles in Problem posing. The reason is the decline in students' mathematics achievement, the low number of correct answers to new-generation questions, and below-average mathematics achievement in international exams. This study aims to observe the self-efficacy beliefs of primary school teachers towards mathematics lessons and how many different structures they form in the problems they ask about subtraction and division while teaching this lesson. In addition, the study aimed to reveal whether primary school teachers' mathematics teaching self-efficacy beliefs change according to gender, professional seniority, high school graduation areas, and the undergraduate program they graduated from. The survey research conducted the study, which was one of the non-experimental designs. The study was conducted with 202 primary school teachers. The study data were collected with the help of Personal Data Form, Subtraction and Division Problem Solving Skills Form in Different Structures, and Mathematics Teaching Self-Efficacy Beliefs Scale. As a result of the study, it was determined that the participants' beliefs in mathematics teaching self-efficacy were high, but their problem-posing skills in different structures were low. The findings revealed that the participants' mathematics teaching self-efficacy differed statistically significantly only according to their high school graduation areas. It was found that the participants' Problem posing skills in different structures did not differ considerably in terms of independent variables. One of the most striking results of the study was that the participants used only one structure in subtraction and division. Only one of the participants constructed problems for four different structures of subtraction. In addition, only one of the teachers created a problem using the new generation problem structure. The findings are remarkable in terms of teaching mathematics in primary school. The fact that the participants did not use different problem structures may cause students to have low success in both Problem-posing and problem-solving. In this context, the adequacy of the mathematics teaching course given to classroom teachers can be questioned. In addition, it may be helpful to train teachers in this regard.