SEMI-STRUCTURED PROBLEM POSING ABILITIES OF PROSPECTIVE PRIMARY SCHOOL TEACHERS: A CASE OF TURKEY
DOI:
https://doi.org/10.46827/ejes.v0i0.1864Keywords:
basic mathematical operations, join problems, prospective primary school teachers, semi-structured problem posing situations, separate problems, whole numbersAbstract
The purpose of this case study is to examine the problems that prospective primary school teachers posed related to the basic mathematical operations with whole numbers and to determine their problem posing abilities. The data was collected from seventy-two prospective primary school teachers through the Semi-Structured Problem Posing Questionnaire consisting of two questions. The descriptive analysis approach was used to analyze the data. According to the findings of the study, some prospective primary school teachers posed problems, which are not suitable to the learning outcomes. Additionally, some of them posed problems with lack of information due to having difficulty in analyzing and discovering the mathematical situation in the problem posing situation. On the other hand, the types of solvable problems were join and separate problems, especially, result unknown problems. State differently, prospective teachers had a tendency towards posing easiest and low level problems.
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