Abstract
The purpose of this study was to introduce problem posing activity to third grade students who have never met before.This study was also exploredstudents’ metaphorical images on problem posing process. Participants were from Public school in Marmara Region in Turkey. Data was analyzed both qualitatively (content analysis for difficulty and limitedness of pose problems and metaphorical imagination) and quantitatively (non-parametric Wilcoxon Sign Test). Since experimental and control group were not used in the study, this study was non-experimental study. The participants were mingled with problemsfor warming up to generate a problem by themselves .After that they were offered threesemi-structured probelmatics situations. Students were asked create a systematic structure to given problematic situationsComparisons were made by means of pre-test and post-test. The results of this study revealed that the students were successful in structured type considerably. Further, students’ insight on problem posing was identified by metaphors.
Highlights
Problem posing has been attracted many researchers in the field of mathematics education.It was emphasized that generating a problem is much more important than solving it (Einstein&Infeld, 1938)
Warming up to problem posing activity First of all, students were presented without any constraint on making their mathematical experience by using their imagination
Providing that students are bolstered to create or reformulate a problem, we can obtain their perceptions of problems and mathematical thinking
Summary
Problem posing has been attracted many researchers in the field of mathematics education.It was emphasized that generating a problem is much more important than solving it (Einstein&Infeld, 1938). Problem posing is a subject of debate in the world of education. Many studies have examinedthe effect of problem posing ability and how to improve this ability. Researchers’ emphasis was placed on that problem posing ability can be improved as generating a new problem from a given situation and reformulation of given a problem (Duncker, 1945; Leung, 1993;Silver, Mamana&Downs, 1993). Problem posing is made up of three types; free type, semi‐structured type and structured type. Free type: pose a problem which is difficult. For this type, it can be given a sentence to students and asked students generate a problem by using the information in some way
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