Akademik Veri Yönetim Sistemi
Eurasia Journal of Mathematics, Science and Technology Education, cilt.22, sa.7, 2026 (Scopus)
The development of students’ problem-solving skills is a key focus in mathematics education; however, limited research has examined the effect of problem-posing activities on students’ perceptions. This study aimed to investigate the impact of problem-posing activities on middle school students’ perceptions of problem-solving and to explore teachers’ views on students’ problem-solving skills. An exploratory sequential mixed-methods design was employed. In the qualitative phase, semi-structured interviews were conducted with 20 mathematics teachers using purposive sampling. Based on these findings, instructional activities were developed and implemented in a quasi-experimental pre-/post-test design with 50 eighth-grade students (23 experimental and 27 control) selected through convenience sampling in a public middle school in southern Turkey. Qualitative data were analyzed descriptively, while quantitative data were analyzed using ANCOVA. Results indicated that, based on teachers’ views, students experienced difficulties in strategy use and knowledge transfer. In addition, quantitative findings revealed that problem-posing activities had a significant effect on students’ problem-solving perceptions (F[1, 47] = 30.989, p < .01, ηp2 = .40). These findings suggest that problem-posing activities may contribute to the development of students’ problem-solving perceptions and could be considered in instructional planning.