The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions
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1 Ministry of National Education, Antalya, TURKEY2 Akdeniz University, Antalya, TURKEY* Corresponding Author
Abstract
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.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 7, July 2026, Article No: em2855
https://doi.org/10.29333/ejmste/18740
Publication date: 10 Jun 2026
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Article Downloads: 3
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How to cite this article
APA
Ersoy, M., & Dağyar, M. (2026). The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2855. https://doi.org/10.29333/ejmste/18740
Vancouver
Ersoy M, Dağyar M. The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions. EURASIA J Math Sci Tech Ed. 2026;22(7):em2855. https://doi.org/10.29333/ejmste/18740
AMA
Ersoy M, Dağyar M. The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions. EURASIA J Math Sci Tech Ed. 2026;22(7), em2855. https://doi.org/10.29333/ejmste/18740
Chicago
Ersoy, Mehmet, and Miray Dağyar. "The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 7 (2026): em2855. https://doi.org/10.29333/ejmste/18740
Harvard
Ersoy, M., and Dağyar, M. (2026). The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2855. https://doi.org/10.29333/ejmste/18740
MLA
Ersoy, Mehmet et al. "The effect of problem-posing activities on secondary students’ mathematical problem-solving perceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 7, 2026, em2855. https://doi.org/10.29333/ejmste/18740