Problem solving has an important place in mathematics. For problem solving requires primarily establishing relationships between mathematical knowledge and concepts. The mathematical problem solving skill is one of the important skills which has been heavily emphasized in today's mathematics lessons following the course program changes in the field of mathematics in recent years. In order to develop this skill, problems under study need to be qualified and the use of previous knowledge and skills is important in the problem solving process. Since every student takes the same problem differently, the solution of the problem may differ from one student to another. In the solution stage, various methods can be used and the knowledge and skills used during the solution of a given problem may develop mathematical thinking system. However, a student needs to bring similar procedures together in order to reach a solution. At this stage, when they encounter a problem, a majority of students directly focus on carrying out numerical operations which are necessary for the solution of a problem, that is to say, solving the problem. Yet, firstly students need to understand the problem correctly and, in order to achieve this, they primarily need to read the problem and make sense of it correctly. In other words, understanding a problem well depends on having a good reading skill. And reading skill is one of the basic aims of a teacher and may differ from one student to another. In order to understand what is read, a student needs to analyze the structure of a text, understand the content of that text, make interpretations and analyze it. For this reason, in this study, it was aimed to examine the middle school students' reading skills and their levels of success at solving routine and non-routine problems, and investigate relationships between their reading skills and their problem solving success levels. With this aim, the middle school students studying at a the middle school students studying at a middle school in Bursa were administered two different tests including routine and non-routine mathematics problems and the reading skills scale in the spring semester of the 2017-2018 educational year. The obtained sets of data were analyzed by means of qualitative analyses. As a result of the analyses, the relationships between the problem solving skills and the problem solving success levels of the participant middle school students were reported.

Mathematics Problem, Understanding Of Problem, Routine Problem, Non-Routine Problem, Reading Skill