The Effect of Teaching Integers through the Problem Posing Approach on Students’ Academic Achievement and Mathematics Attitudes

Problem Statement: Throughout history, many changes have occurred in thefield of mathematics education. These changes have also occurred concerningspecial topics that mathematics educators have constantly been searching. Thesignificance of problem posing in mathematics teaching has increased recentlywith respect to its contributions to the teacher and the student. nbsp;Thus, the problem posing approach is examined withrespect to special topics. StudyPurpose: The effect of teaching integers through theproblem posing approach on sixth grade students’ academic achievement andmathematics attitudes.Method: Mixed method, in which quantitative and qualitativeresearch methods are used together, was conducted in the study. While thepre-test post-test control group model constituted the quantitative dimensionof the study, the observation method and content analysis of students’ worksheets were used for the qualitative dimension. The study groups consisted of atotal of 69 participants, 34 of them were in the experimental and 35 of themwere in the control group. Findings andResults:According to the findings of the study, there was adifference in favor of the experimental group with respect to the academicachievement levels; and there were no significant differences between two groupswith respect to the attitudes towards mathematics. The observations indicatedthat the problem posing approach created a peaceful competition environment, andincreased participation in the classroom. In addition, the student work sheetsshowed that participants’ problem posing skills progressed, and they becameaware of their mistakes.nbsp; In conclusion,the problem posing approach had a positive effect on the academic achievementin teaching integers, but it did not have a significant effect on studentattitudes towards mathematics.nbsp;