An analysis of graduate studies on problem posing in mathematics education in Turkey: A meta-synthesis study

The aim of this study is to reveal the tendency of studies on problem posing in mathematics education in Turkey. Graduate studies, which are comprehensive studies in this context, are discussed in this thesis. The data of this research has been obtained from a total of 90 studies including 22 doctoral theses and 68 master's theses, whose full texts have been reached at the Council of Higher Education National Thesis Center. Each of the theses has been qualitatively examined and analyzed in the contexts of the year of publication, the purpose of the study, the research method, the sample group, the data collection tools, the teaching practices used, the evaluation practices, results and recommendations. As a result of the study, it was found that these theses mostly focus on evaluations about problem posing and examinations about problem posing skills. It was found that the studies on problem posing have tended to increase over the years, the case study model has been preferred the most among the other qualitative research methods, the majority of studies have been conducted with primary school students, the problem solving and problem posing teaching approaches have been used the most among the other approaches that deal with problem posing in teaching practices, problem posing studies have been evaluated with problem posing assessment rubrics. It was determined that the implementation of problem solving activities with a problem posing approach positively affects problem posing skills. In general, it was seen that the problem posing skills were low. In line with the results of the study, it can be suggested that arrangements should be made for problem posing activities to be employed starting from the younger age groups. In addition, it is thought that the evaluation of problem posing teaching with different approaches will shed light on effective problem posing teaching.