Views of Pre-Service Mathematics Teachers Regarding Mathematical Reasoning and Problem- Solving Skills

The aim of this study is to examine the views of pre-service mathematics teacher on mathematical reasoning and problem-solving skills. The study will contribute to the determination of how, where, when and for what purpose pre-service mathematics teachers can use their mathematical reasoning skills in teaching activities and the reasons why learners can make these associations during the problem solving process. The data on which the study is based are thought to contain important signs of how pre-service mathematics teachers can gain mathematical reasoning and problem solving processes to students and how to use them successfully. The study was designed in phenomenological model of qualitative research methods. The study was carried out on 107 pre-service teachers who were studying in the department of primary mathematics education and selected for purposive sampling method. In order to collect data, the Semi-Structured Interview Form which was developed by the researchers was used to determine the pre-service teachers' views on mathematical reasoning and problem solving. The data obtained through this form were analyzed by the content analysis method. When the research results are examined; It is determined that pre-service teachers do not have enough knowledge about reasoning, they need such education and they have positive attitudes towards reasoning. On the other hand, pre-service teachers stated the problem as a pending action and problem. In addition, it is thought that deeper investigation is still needed on the phenomenon of reasoning in terms of learner groups.

Keywords

Mathematics education, mathematical reasoning, mathematics achievement, pre-service teachers, problem solving.