The aim of this study was to investigate the problem posing skills of prospective middle school mathematics teachers in the context of van Hiele levels of geometric thinking. Case study was used in this study. Participants were 65 third-year prospective middle school mathematics teachers. The data obtained from the prodpective teachers’ (PTs) written documents about the situation of a free problem posing. PTs were asked to pose problems in accordance with the first three van Hiele levels. At the same time, PTs were asked to explain the characteristics of the van Hiele level. Descriptive analysis was preferred. The findings indicated that the problem posing rate of the PTs was low in the category “mathematical-appropriate for the level”. It was found that more than half of the PTs’ responses were not mathematical problems. The PTs posed mathematical problems in the category “appropriate for the level” mostly related to level 2. The number of PTs who correctly explained the characteristics of the level 3 is lower than the first two levels. According to findings, it can be said that PTs cannot transfer their knowledge to problem posing. It is suggested that PTs’ mathematics education courses should include problem posing experiences. The course contents to be designed for practice are thought to improve both the problem posing skills and the subject matter knowledge related to geometry. Future research should focus on multiple case studies integrating free,semi-structured, and structured problem posing situations.
Problem posing, van Hiele theory, geometric thinking levels, teacher education, prospective teachers