Özet:

The goal of this study is to look into how algebra instruction, aided by resources for thinking in the classroom, affects students' ability to pose problems. This sequential, explanatory, mixed-design study included both quantitative and qualitative data collection techniques. Algebra was taught in this study using a semi-experimental method, then semi-structured interviews were done using a sequential explanatory mixed design. The seven-week study, which was carried out during the first semester of the 2021–2022 academic year, involved 60 seventh-graders who were enrolled at a public secondary school in Istanbul's Pendik neighborhood. The researcher developed a semi-structured interview form and a six-item Problem Posing Test (PPT) to collect the data for this study. The study's findings led to the conclusion that "algebra education enhanced by thinking classroom resources," used with the experimental group of students, is a successful method for raising the performance of the students in problem-solving. According to the results of the interviews, it could be concluded that the used method enhanced student performance when given problems, allowed for their active participation in the lesson, supported collaborative learning by facilitating peer learning, and enabled detailed learning by fostering mathematical thinking skills.

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