Author: Sayin, Volkan; Orbay, Keziban

Annotation: It is very important to examine the problem posing competencies of classroom teachers since the qualities of the problems that teachers use in classes will affect the quality of mathematics teaching. Therefore, the study aimed to examine the free problems posed by classroom teachers in the measurement learning area in terms of mathematical process skills. A qualitative research design was used with seven volunteer classroom teachers with 15-32 years of seniority who teach at the fourth grade level. The analysis of the data obtained with the test consisting of four problem posing situations belonging to the measurement learning area was carried out through descriptive analysis. In terms of mathematical communication skills, it was observed that classroom teachers made mistakes when using mathematical concepts, symbols and expressions in the problems they posed and generally did not use different types of representations other than verbal representation. While making connections between concepts in problems posed in terms of mathematical association, associations between different representations of concepts were mostly not included. It was revealed that the vast majority of the problems posed in terms of mathematical reasoning required reasoning based on analogy.

Keywords: classroom teachers, problem posing, mathematical communication, mathematical association, mathematical reasoning, measurement.

Pages in journal: 278 - 299