Özet:

The aim of this research is to investigate the relationship between geometry problem posing skills and self-efficacy beliefs towards geometry of the eighth grade students in different problem posing situations. In addition, geometry problem posing skills of the students has been researched in terms of gender, parental education status, general academic success and mathematics course success. The sample of the study conducted by the survey model was composed of 151 students who were studying in the eighth grade. The "Geometry Problem Posing Test" developed by the researchers and the "Self-Efficacy Scale Toward Geometry" developed by Cantürk-Günhan and Başer (2007) were used as data collection tools. As a result of the analysis of data, it was found that the scores of the students' geometry problem posing test did not show any significant difference according to the gender but they showed a significant difference according to the educational status of the parents. It has been determined that students' geometry problem posing test scores show a significant difference according to both general academic achievement and mathematics achievement. Moreover, it was found that there is a moderate correlation and significant relationship between geometry problem posing skills of students and their self-efficacy beliefs towards geometry.

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