The purpose of this study is to evaluate the Problem Posing Learning Model (PPLM), which is designed to develop problem posing skill, with prospective elementary mathematics teachers through problem posing activities for addition and subtraction operations with fractions. The research design of this study is the non-equivalent pretest-posttest comparison group design. While the experimental group was presented problem posing treatment according to the PPLM, the comparison group was presented problem posing treatment according to Polya's problem solving stages and problem posing stage. Data were collected with the Problem Posing Test (PPT). A scoring rubric was developed to analyze the problems posed in the PPT. Since, it was found out PPLM improved conceptual learning, had a positive effect on the solvability of problems, and enabled the correct use of mathematical language and grammar rules, it was concluded that PPLM could be used in problem posing teaching.
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