348 eefdergi Cilt 22 Sayı 2 Erzincan Üniversitesi Eğitim Fakültesi Dergisi e-ISSN 2148-7510 http://eefdergi.erzincan.edu.tr | eefdergi@erzincan.edu.tr Doi numarası: 10.17556/erziefd.631488 The Effect of Dialogic Reading on Primary School 4th Grade Students’ Mathematics Motivation and Problem Posing Skills Ergün YURTBAKAN * , Tuba AYDOĞDU İSKENDEROĞLU ** Received date: 09.10.2019 Accepted date: 10.07.2020 Abstract The effect of dialogic reading on problem posing skills and mathematics motivation of 4th-grade students were examined in this study. For this purpose, an experimental group (20) randomly selected from two 4th classes and the other class as a control group (20) are included in the research. A quasi-experimental design with pre-test and post-test was used n the study. As a data collection tool, the “mathematics motivation scale for primary school’s 3rd and 4th grades” developed by Balantekin and Oksal (2014) and “problem-posing achievement test” developed by researchers were used. Motivation and problem-posing achievements of the experimental and control groups were collected as pre-test and post-test from the data collection tools and were analyzed Wilcoxon signed rank. And, in cases where there are major differences between these two groups, independent t-test was used. As a result of the analysis, it was seen that although dialogic reading had an effect on problem posing skills and on the internal and external motivation of motivation scale, it had no effect on the non-motivational dimension. Keywords: Problem posing, mathematic motivation, dialogic reading. * Trabzon University, Education Faculty, Department of Primary School Teacher Education, Trabzon, Turkey; gamsiz6436@gmail.com * Trabzon University, Education Faculty, Department of Primary School Teacher Education, Trabzon, Turkey; tubaiskenderoglu@gmail.com