The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

In this study the effects of mathematics teaching with problem posing approach on students' problem solving approach on students' problem solving success, problem posing abilities and views towards mathematics were researched. The pretest-posttest control group experimental model was used and qualitative data was gathered in order to find out students' views towards mathematics. The students in the experimental group were taught mathematics using problem posing approach while the ongoing teaching-learning process by the book continued for the students in the control group in research. The research's practice process continued within the "Decimal Fractions" unit for eight weeks. As a result of the research a significant difference was not found between experimental and control groups' problem solving success posttest grades. When the posttest grades of the experimental and control groups regarding problem posing ability were compared, a significant difference between the groups was found. On the other hand, it was found that there were positive differences in the experimental group students' views towards mathematics.