Development of the structured problem posing skills and using metaphoric perceptions

Elif Esra Arikan 1 * , Hasan Unal 2
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1 Department of Mathematics, PhD Candidate, Yildiz Technical University, Turkey
2 Department of Elementary Mathematics Education, Yildiz Technical University, Turkey
* Corresponding Author
EUR J SCI MATH ED, Volume 2, Issue 3, pp. 155-166.
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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.


Arikan, E. E., & Unal, H. (2014). Development of the structured problem posing skills and using metaphoric perceptions. European Journal of Science and Mathematics Education, 2(3), 155-166.