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Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing applications for students, the mathematics curriculum and textbooks. A 30-item questionnaire was developed by the researcher and administered to 18 primary schools. Altogether, 277 primary school teachers participated in the study. The results showed that Turkish primary school teachers have positive views about problem posing applications related to students but negative opinions about the mathematics curriculum and mathematics textbooks.

In this study it was aimed to determine pre-service primary teachers' knowledge structures of fraction through problem posing activities. A total of 90 pre-service primary teachers participated in this study. A problem posing test consisting of two questions was used and the participants were asked to generate as many as problems based on the following conditions: i) using both 1 2 and 3 4 fractions, and ii) using either 1 2 or 3 4fractions. Data were analyzed using both semantic and constant comperative analysis techniques. The results of the study showed that there was substantial diversity in the problems posed by pre-service primary teachers. Moreover, participants preferred to pose story and symbolic equations in first task and story equation in second task. Furthermore, the participants faced some issues such as not realizing 1 2 + 3 4 situation is more than 1, missing data, choosing wrong number, using different fractions and posing non-fraction problem.

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ÖzetBu makale, Türkiye'de "yetişkin eğitimi" alanında yayınlanmış makalelerin bir bilimsel araştırmada bulunması gereken temel unsurlar bağlamında meta değerlendirmesini amaçlamaktadır. Bu temel amaç doğrultusunda araştırma-inceleme türünde hazırlanmış 49 makale giriş, yöntem, bulgular, sonuç ve öneriler başlıkları altında değerlendirilmiştir. Araştırmanın yöntemi nitel araştırmalarda kullanılan doküman incelemedir. Verilerin çözümlenmesinde nitel analiz tekniklerinden, betimsel analiz tekniği kullanılmış, geliştirilen "makale değerlendirme formu" kullanılarak makaleler değerlendirilmiş, veriler frekans/ yüzde değerleri ile ifade edilmiştir. Araştırma sonucunda genellikle, yetişkin eğitimine yönelik yazılmış makalelerin paradigmatik olarak nicel araştırmalardan oluştuğu ve bu araştırmaların betimsel tarama türünde desenlendiği görülmüştür. Ayrıca veri toplama aracı olarak çoğunlukla anket/ölçek kullanıldığı; veri analiz tekniklerinden frekans, yüzde, ortalama, t-testi, Ki kare ve ANOVA'nın sıklıkla tercih edildiği, ileri analiz tekniklerinin ise çok az sayıda kullanıldığı belirlenmiştir.Anahtar Sözcük: Yetişkin eğitimi, bilimsel araştırma süreci, meta değerlendirme. AbstractThis article aims the meta-evaluation of the articles published in Turkey with regards to the field of "adult education" in terms of the essential elements required to be present in a scientific study. In line with this aim, 49 articles written in the form of research-investigation have been evaluated under the headings of 'introduction', 'method', 'findings', 'conclusion' and 'suggestions'. The method of the research is document review, which is used in qualitative studies. The data obtained has been analyzed by using the descriptive analysis technique, which is a qualitative analysis technique; the articles have been evaluated by the "article evaluation form" developed for this purpose; and the data has been presented by frequency/percentage values. It was seen at the end of the research that, in general,