Abstract:

Abstract enIn this study, it was aimed to analyze the problems related to verbal and visual representations posed by pre-service mathematics teachers. This study was conducted with 70 pre-service teachers studying in Primary Education in Mathematics Department in a public university during 2010-2011 academic year autumn term. Data were gathered through a problem posing test prepared appropriate to verbal and visual representations. Problem sentences written by pre-service teachers were classified as “problem,” “not problem,” and “blank.” As a result of this classification, answers evaluated as “problem” were characterized as “assignment”, “relational”, and “conditional”. Findings of the study indicated that the success of the preservice teachers were generally low in problem posing appropriate to different representations. Besides,it was determined that pre-service teachers gave more place to “assignment” type of problems posed appropriate to verbal and visual representations.

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