An investigation of seventh-grade students' problem posing abilities on the ratio-proportion in accordance with their learning styles

In this study, the ratio and proportion problems formed by seventh grade students towards different representations were examined. The aim of this study is to examine the effect of learning styles of these students on problem posing skills. In the realization of this study,quantitative research approach and"Scanning Method", which is deceitary research, has been used. The sample of the study was made up of 126 seventh-grade students studying in the district center of a province. First of all, the Students' Learning Styles Scale was applied and the dominant learning style of the students was determined by taking the arithmetic averages of the substances in accordance with the information given by the students. Then, in the aim of measuring and examining problem-building skills, the Problem Building Skill Test, which involved problem-building activities based entirely on verbal or pure visual data, was developed and the Problem Building Skill Test Scoring Directive was used to evaluate the problems established by the students. With this directive, the problems established were evaluated taking into account the characteristics that should be present in a mathematical problem and the qualifications that the problems should provide. As a result of the findings, problem-building skills were examined in terms of various variables and it was determined that the students' problem-building skills were generally low. In addition, there has been a significant difference in the visually presented data-based problem posing skills in favor of students whose dominant learning style is visual. It has also been observed that there is no significant difference between the visual or verbal data-based problem posing skills of students whose dominant learning style is audio. Within the scope of the research, what kind of problems they had and what difficulties they had in establishing them has been tried to figure out. According to the results obtained, practitioners are recommended to perform activities in which more problems are included in math courses.