The importance given to problem-posing by primary school teachers and the difficulties primary school students have in problem-posing

In recent years, developments in the world have led to some changes in the objectives of education. It has necessitated some orientations in the current goals of education. As in many modern societies, the need for numerical skills has increased in Turkey due to age. For this reason, mathematics programs are being developed and renewed in our country, and more importance is given to developing cognitive skills. This study aimed to determine in detail the importance given to problem posing by classroom teachers working at the first level of education in line with teacher opinions and to examine the difficulties experienced by primary school students in problem posing. The case study method was utilized in this study. The study included 31 classroom teachers and 48 primary school students. The data were collected using a semi-structured interview form for teachers and an activity-based semi-structured interview form for students. As a result of the research, it was determined that classroom teachers did not give enough importance and time to problem-posing. An important finding was that students had difficulty posing problems. The study also revealed that students' success in problem-posing was generally low. The low success rate of the students may be due to the teachers having little time for problem-posing and, therefore, having little experience.