This study investigates the problems posed by Turkish pre-service primary teachers and explores the issues they encountered while posing problems related to fractions. A free problem-posing task was administered to 98 pre-service primary teachers who are in their sixth academic term, and task-based interviews were conducted with eight volunteer participants. The data obtained from the study were analyzed using a content analysis method. According to results of the study it was found that pre-service primary teachers primarily produced story problems including meanings of fractions, operations with fractions, and a combination as well as some irrelevant problems and non-story problems such as symbolic and story equations. Although the large majority of teacher candidates posed problems involving the operator meaning of fractions, a few participants posed problems including the division and subtraction operations. In free fraction problem-posing activities, participants had some difficulties choosing the right data and the correct fractional numbers when setting problems.
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