“…The majority of the studies on problem posing have been conducted to analyze the problems that student and teacher candidates have posed in different subject areas (Arıkan & Ünal, 2013;Çomarlı, 2018;Doruk & Doruk, 2019;Onkun Özgür, 2018;Sayı, 2018;Tekin Sitrava & Işık, 2018 ), to measure and evaluate their problem posing skills (Akkan, Çakıroğlu, & Güven, 2009;Bayram, 2019;Dede & Yaman, 2005;Korkmaz & Gür, 2006;Salman, 2012), to determine whether the problems they have posed are mathematically correct or not (Akay, Soybaş, & Argün, 2006;Aydoğdu & Türnüklü, 2019;English, 1998;Silver & Cai, 1996) and to reveal how they make sense of mathematical concepts in the problems they have posed and the difficulties they have experienced (Işık & Kar, 2012;Özdemir Yıldız, 2019;Toluk-Uçar, 2009). "Although there are so many studies on problem posing, no studies conducted about problem posing-based mathematics teaching at primary level have been encountered.…”