Özet:

It is thought that the use of problem posing skills together in order to acquire the skill of connections is important for an effective mathematics teaching. In this study, it was aimed to examine the relationship between school pre-service primary mathematics teachers’ connections skills, problem posing and connection self-efficacy in the context of problem posing related to the concept of ratio-proportion. Quantitative research method was used in this study. The research group consists of 40 pre-service teachers who continue their education in the third year of the elementary mathematics teaching program of a state university. Problem posing-connections test, which consists of free and semi-structured problem posing questions, and problem posing, and connection self-efficacy scales were used as data collection tools. In addition, rubrics were used to evaluate problem posing and mathematical connection skills. In the data analysis, descriptive analysis was performed in the qualitative part and correlation analysis was performed in the quantitative part. It was observed that pre-service teachers' free problem posing skills scored higher than their semi-structured problem posing skills. Similarly, mathematical connection skills were found to be higher in freely posed problems. In addition, a moderate positive correlation was found between the problem posing self-efficacy and mathematical connection self-efficacy scores of pre-service teachers.

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