Divrik, Ramazan2024-06-122024-06-1220232618-6209https://doi.org/10.51383/ijonmes.2023.308https://search.trdizin.gov.tr/yayin/detay/1239115https://hdl.handle.net/20.500.14551/13424This study investigates the effects of teaching mathematics supported by problem- posing strategies on fourth-grade students’ problem-posing skills. This study also seeks to determine students’ views about the process. To this end, the study employed an explanatory sequential design, a mixed method that incorporates collecting quantitative and qualitative data. The study group consisted of fourth-grade students studying in two different classrooms of a public school in the west of Türkiye in the 2021–2022 academic year. Data were collected through a “Problem-Posing Skills Test” and a “Semi-Structured Interview Form.” The research concludes that teaching mathematics supported by problem-posing strategies improves students’ problem-posing skills. In addition, this method was more effective than the one used in the control group in developing students’ structured, semi-structured, and free problem-posing skills. At the end of the interviews, it was determined that teaching mathematics supported by problem-posing strategies was an innovative, student- centered, and emotionally stimulating technique. It was also found that the students had more difficulty in the semi-structured and free problem-posing tasks.en10.51383/ijonmes.2023.308info:eu-repo/semantics/openAccessArticle723714081239115