An Investigation of Mathematics Teachers’ Perceptions of “I Pose My Own Problems” in the Context of Turkey: a Close Replication Study

OpenAlex İngilizce

Abstract This study aimed to explore Turkish mathematics teachers’ conceptualizations of problem posing by replicating Klinshtern et al.’s (2015) study performed in the Israeli context. Data were collected through an online survey completed by 182 teachers, complemented by interviews with eight of them. The results revealed that, in both contexts, many teachers engage in problem posing. However, their approach appears to be largely result-oriented rather than process-oriented. While problem posing was frequently conceptualized as a tool for mathematics instruction, teachers tended to approach it from a relatively narrow perspective. Conceptualizations of problem posing as a research goal or as a mean of assessing students’ diverse competencies received considerably less attention. Consistent with the aims of replication research, this study also generated new insights into how problem posing is conceptualized, extending beyond the findings of the original study. The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10033 under Supplementary Materials.