Abstract:

The aim of this study is to examine the free problem posing skills of secondary school mathematics teachers concerning data processing learning field. 7 teachers from a provincial public secondary school participated in the study. Case study is used as a research method. The Problem Posing Test developed by the researcher is used as a data collection tool. In this test, there are 4 different problem situations related to data processing learning field. Teachers are expected to pose problems according to these problem situations. In order to examine entirely, semi-structured interviews are conducted with each of the teachers about the problems. In addition, the problems that teachers pose in the classroom are also observed and document analysis is made. Descriptive analysis and content analysis related to qualitative data analysis techniques are used in data analysis of the research. In descriptive analysis; the theoretical framework of Stoyanova and Ellerton (1996), the categories that take part in the Trends in International Mathematics and Science Study [TIMSS], 2011 year and the scheme of Silver and Cai (2005) are reorganized and used. In the content analysis, the categories and codes created by the researcher are used. At the end of the research, it is seen that most of the teachers have resolvable posed mathematics problems. When these problems are analyzed in terms of content, it is seen that they are structured correctly in a conceptual way but they contain language and expression errors. When the problems are evaluated from a contextual point of view, it is pointed out that they are not narrated enough and associated with daily life. One of the important results of the research is that some of the problems require implementation. Problems requiring knowledge and reasoning become the least preferred ones by the teachers.

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