Abstract
The present study investigates the relation between the success of prospective teachers in problem posing and solving in relation to the problems raised by the topic of series and sequences. The sample of the study is composed of 76 senior students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The participants were administered problem posing-solving tests which encompassed the topic of series and sequences and the tests were developed in line with the sub-problems. According to the analysis of the data, there was a significant relation between problem posing and problem solving skills. Furthermore, it was established that there was a parallelism between the number of problem posed and success in problem solving.
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