Cengiz Erdik


Problem posing in mathematics education is one of the most important skills. Since mathematics teachers are one of the most important parts of mathematics education and teaching, this research was conducted to evaluate their views on this important skill and the implementation process. The research was carried out by 56 mathematics teachers working at different schools with different seniority times. We evaluated the teachers’ opinions by applying content analysis. The importance of problem posing skills in mathematics education has come from knowledge and practice that teachers have.


Mathematics education; Problem posing; Teachers’ opinion

Full Text:



Akay, H. (2006). The examination of the effect of mathematics instruction with problem-posing approach on students’ academic achievement, problem-solving ability and creativity. Ankara: Gazi University.

Barlow, A. T., & Cates, J. M. (2006). The impact of problem posing on elementary teachers' beliefs about mathematics and mathematics teaching. School Science and Mathematics, 106(2), 64-73.

Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çal??malar (2 bs). Ankara: Siyasal Kitabevi.

Bonotto, C. (2006). Extending students’ understanding of decimal numbers via realistic mathematical modeling and problem posing. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics (pp. 193-200). Prague: Charles University.

Brown, S. I., & Walter, M. I. (1993). Problem posing in mathematics education. In S. I. Brown & M. I. Walter (Eds.), Problem Posing: Reflection and Applications (pp. 16–27). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401-421.

Cankoy, O., & Darbaz, S. (2010). Effect of a problem posing based problem-solving instruction on understanding problem. Hacettepe University Journal of Education, 38, 11-24.

Çömleko?lu, G. & Ersoy, Y. (2002). Matematik problemi ve problem çözme-I: Baz? dü?ünceler ve öneriler. Matematikçiler Bülteni (Özel Say?), 6-9.

Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395-415.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

Dickerson, V. M. (1999). The Impact of Problem Posing Instruction on the Mathematical Problem Solving Achievement of Seventh Graders. Atlanta: Emory University.

El Sayed, R. A. E. (2002). Effectiveness of problem posing strategies on prospective mathematics teachers' problem solving performance. Journal of Science and Mathematics Education in Southeast Asia, 25(1), 56-69.

English, L. D. (1998). Children's problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 83-106.

English, L. D. (2003). Problem Posing in Elementary Curriculum. In F. Lester & R. Charles (Eds.), Teaching Mathematics through Problem Solving (pp. 187-198). Reston, VA: National Council of Teachers of Mathematics.

Fennema, E., & Franke, M. (2006). Teachers’ Knowledge and Its Impact. In D. A. Grouws (Ed)., Handbook of Research on Mathematics Teaching and Learning (pp. 147-164). Reston, VA: National Council of Teachers of Mathematics.

Gonzales, N. A. (1998). A blueprint for problem posing. School Science and Mathematics, 98(8), 448-456.

I??k, C., Kar, T., I??k, A., & Güler, G. (2012). Skills of pre-service elementary mathematics teachers for determining errors in problems posing related to addition operation with fractions. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 3(3), 161-182.

Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks, CA: Sage Publication.

K?l?ç, Ç. (2014). Determination of primary teachers' perception forms related to problem posing. Kastamonu Education Journal, 22(1), 203-214.

Knott, L. (2010). Problem posing from the foundations of mathematics. The Mathematics Enthusiast, 7(2), 413-432.

Korkmaz, E., & Gür, H. (2016). Ö?retmen adaylar?n?n problem kurma becerilerinin belirlenmesi. Bal?kesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8(1), 64-74.

Kulm, G. (2008). Teachers' Mathematics Knowledge. School Science and Mathematics, 108(1), 2-4.

Lavy, I., & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. Paper presented at the meeting of 31st Conference of the International Group for the Psychology of Mathematics Education. Seoul: International Group for the Psychology of Mathematics Education.

Leeuw, E. (2008). Self-administered questionnaires and standardized interviews. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The sage handbook of social research methods (pp. 311-327). Thousand Oaks, CA: Sage Publications.

Lin, P. J. (2004). Supporting teachers on designing problem-posing tasks as a tool of assessment to understand students’ mathematical learning. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 257-264). Athens: International Group for the Psychology of Mathematics Education.

Lin, K. M. & Leng, L. W. (2008). Using problem-posing as an assessment tool. Paper presented at the 10th Asia-Pacific Conference on Giftedness. Singapore: APCG.

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in Educational Research: From Theory to Practice. Hoboken, NJ: John Wiley & Sons.

McMillan, J. H. (2008). Educational Research: Fundamentals for the Consumer (5th ed.). Boston: Pearson Education.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.

Moses, B. E., Bjork, E., & Goldenberg, P. E. (1990). Beyond Problem Solving: Problem Posing. In T. J. Cooney & C. R. Hirsch (Eds.), Teaching and Learning Mathematics in the 1990’s (pp. 82–91). Reston, VA: National Council of Teachers of Mathematics.

NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Nakano, A., Murakami, N., Hirashima, T., & Takeuchi, A. (2000). A Learning Environment for Problem Posing in Simple Arithmetical Word Problem. Proceedings of International Conference on Computers in Education: ICCE 2000, 14, 91-98.

Nardone, C. F., & Lee, R. G. (2010). Critical inquiry across the disciplines: Strategies for student-generated problem posing. College Teaching, 59(1), 13-22.

Nixon-Ponder, S. (1995). Using problem-posing dialogue: In adult literacy education. Adult Learning, 7(2), 10-12.

Özreçbero?lu, N., & Ça?ana?a, Ç. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253-1261.

Patton, M. Q. (1987). How to Use Qualitative Methods in Evaluation (2nd ed.). Thousand Oaks, CA: Sage Publications.

Pirie, S. E. B. (2002). Problem posing: What can it tell us about students’ mathematical understanding. Proceedings of the 24th Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 925-958). Athens: International Group for the Psychology of Mathematics Education.

Richards, L. (1990). Measuring things in words: Language for learning mathematics. Language Arts, 67(1), 14-25.

Rizvi, N. F., & Lawson, M. J. (2007). Prospective Teachers' Knowledge: Concept of Division. International Education Journal, 8(2), 377-392.

Shuk-kwan, S. L. (1997). On the role of creative thinking in problem posing. ZDM, 29(3), 81-85.

Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.

Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 29(3), 75-80.

Silver, E. A., & Cai, J. (2005). Assessing students' mathematical problem posing. Teaching Children Mathematics, 12(3), 129.

Ticha, M., & Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training. Paper presented at the meeting of CERME 6. Lyon: CERME.

Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175.

Yuan, X., & Sriraman, B. (2011). An exploratory study of relationsh?ps between students’ creativity and mathematical problem-posing abilities. In B. Sriraman, & K. Lee (Eds.), The Elements of Creativity and Giftedness in Mathematics. Rotterdam: Sense Publisher.



  • There are currently no refbacks.

Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139

p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats