Abstract:

Many studies have demonstrated that problem posing develops creativity, improve mathematical thinking and learning. Although problem posing is accepted as important component of mathematical activities, it still has not been a major focus in mathematics education community. In the present study, it was aimed to examine how socio-economic factor play a role on problem posing and problem solving skills in terms of different districts. The participants were eighth grade students from different two schools and each group was 100 students in 2012-2013 school years. The participants were offered two semi-structured and two structured problem posing situations to pose a problem for each one. Data were collected as worksheets and then data was analyzed with non-parametric Mann-Whitney U-test. The students of high levels of socio-economic districts has been found successful than students of low levels of socio-economic districts. Also, it was determined that there were significant differences according to three questions between two districts

Keywords: