https://ojomste.com/index.php/1 <p><strong>Publisher Information</strong></p> <table class="table table-bordered table-striped"> <tbody> <tr> <th class="col-md-3">Purblisher Name</th> <td class="stroke">Halil İbrahim AKYÜZ</td> </tr> <tr> <td class="col-md-3">Concessionaire's Name-Surname</td> <td>Halil İbrahim AKYÜZ</td> </tr> <tr> <td class="col-md-3">Responsible Editor</td> <td>Abdulkadir TUNA</td> </tr> <tr> <td class="col-md-3"><label for="EditorName">Editors</label></td> <td>Abdulkadir TUNA, Halil İbahim AKYÜZ</td> </tr> </tbody> </table> <p> </p> Halil İbrahim AKYÜZ en-US Online Journal of Mathematics, Science and Technology Education 2757-6353 <p>The <em>OJEMSTE on </em>provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.</p> <p><strong>Open Access Statement:</strong></p> <p>The <em>OJOMSTE </em>permits any users to read, download, copy, distribute, print, search, or link to the full texts of the publications, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.</p> https://ojomste.com/index.php/1/article/view/30 <p style="text-align: justify; line-height: 150%;">This study aims to examine the problem-posing skills of middle school mathematics teachers on the topic of multiplication with fractions, specifically from the perspective of the "content knowledge" subcomponent of pedagogical content knowledge. The study was conducted using a qualitative method, specifically a case study design, and was carried out with a middle school mathematics teacher selected through purposive sampling. Data were collected using the Problem Posing Content Knowledge Test (PPCKT). The participating teacher was asked to create problems suitable for the given operations, and these problems were evaluated and analyzed according to the scoring guidelines determined by Örnek (2020), which include the dimensions of "meaningfulness," "solvability," "language," and "realism." The analyses revealed that the teacher created problems that were “partially adequate” in terms of language, realistic stories, and problems where the data were meaningful and solvable in a formal sense.</p> Kübra SEFEROĞLU KAYNAK Yasin SOYLU Copyright (c) 2024 Online Journal of Mathematics, Science and Technology Education https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-01 2024-12-01 5 1