Analyzing of Problem Posing Abilities of Preservice Middle School Mathematics Teachers

Abstract

The purpose of that research is the analysis of problem posing capabilities of preservice mathematics teachers on the senior class of under graduate. In that regard we were worked with 31 preservice mathematics teachers. In the research, we concerned about analysing of actual problem posing abilities of preservice teachers. We applied Problem Posing Capabilities Test on preservice teachers. The test consists 10 steps, and on the each step, it’s asked to pose problems according to defined instructions. That test was developed by the researcher and its validity and reliability is verified. The posed problems examined and evaluated according to the scoring table prepared by the researcher. There are seven main criteria in that scoring table; “Mathematical situation”, “Data qualification”, “Grammar and expression strength”, “Compatibility with the level”, “Instructions in the posed problems and data volume” and “Solvability” and “General evaluation” were considered during the analysis of the posed problems by the presevice teachers. According to the result of the research, it is observed that success rate about problem posing abilities of preservice teachers is between 54% 64%. It is observed that, students had difficulties on posing problems in the geometry and measurement subjects and also on the transmission from image to text for image containing