Abstract:

This study investigated the effect of mathematics instruction integrated with social issues on developing secondary school seventh grade students’ problem posing skills. The study was carried out as an action research. Participants of the study were 17 seventh-grade students. In the study, a ten-week instruction was carried out. The quantitative data were collected with the Problem Posing Skill Test developed by the researchers. The qualitative data were collected by semi-structured interviews. Concerning data analysis, while the t-test was used for the dependent samples for quantitative data, inductive analysis was used for qualitative data. Results revealed significant differences between students’ pre-test and post-test scores in favor of post-test, and qualitative findings also supported these results.

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