Abstract
Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers’ opinions about problem posing applications for students, the mathematics curriculum and textbooks. A 30-item questionnaire was developed by the researcher and administered to 18 primary schools. Altogether, 277 primary school teachers participated in the study. The results showed that Turkish primary school teachers have positive views about problem posing applications related to students but negative opinions about the mathematics curriculum and mathematics textbooks.
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