Problem posing skills of seventh and eighth grades students in addition and subtraction operations with integers

The aim of this study is to determine the problem-posing skills of 7th and 8th grade students regarding addition and subtraction of integers and the contexts used by the students in the problems they pose by adding and subtracting integers. The data obtained in the study, which is descriptive research, was discussed with survey method. The study was conducted in the 2019-2020 academic year with 7th and 8th grade students selected with a convenience sample from state schools affiliated to the Ministry of National Education in Rize. A semi-structured problem posing test about the addition and subtraction of integers was developed by the researcher and was applied. The problem posing skills of the students and the contexts they used were analyzed with descriptive statistics methods and Dependent Sample t-test were conducted with a statistical program to answer the sub-problem. As a result of the research, it was seen that the students' skills in posing problems for the operation given with integers was low. It has been determined that the students have difficulties such as not being able to distinguish the operation and the sign of the number, using the meaning of natural numbers and operations, and inability to understand the sign of integers when posing problems with integers. It was revealed that students were more successful in posing problems for addition compared to subtraction operation. It was seen that the contexts the most used by the students while expressing integers were money, vertical movement, temperature, horizontal movement and point/score respectively.