Abstract
Investigation of Prospective Primary School Teachers’ Beliefs and Metaforic Perceptions Related to Mathematical Problem Solving
The aim of this study is to examine the beliefs and metaphoric perceptions of prospective
primary school teachers towards problem solving. In this study, mixed design model was
used. The participants of the study consisted of 157 prospective teachers, 74 of them are
3rd grade and 83 of them are 4th grade. “Belief Scale for Mathematical Problem Solving”
was used in the study. In the qualitative dimension of the study, the prospective teachers
were asked to complete the expression “Problem solving as … . Because…”. Statistical
techniques were used in the analysis of quantitative data. In the analysis of qualitative
data, content analysis method was used. According to the results of the study, it was
determined that the belief scores of the prospective teachers about problem solving were
at the middle level and the belief about problem solving did not differ according to the
variables of gender and grade level. On the other hand, there was a moderately positive
relationship between mathematics achievement perception and problem solving belief.
The metaphors created by the prospective primary school teachers for problem solving
were grouped under two themes: cognitive and affective problem solving. It was found
that most of the prospective teachers emphasized the cognitive aspect of problem solving,
and that they had the perception that problem solving is life skill, requires effort, labor
and experience and is difficult. Based on the results of the study, it is recommended to give
preservice teachers the idea that problem solving is important, valuable and worth the
effort. In addition, it is recommended to examine the change in problem-solving beliefs
and perceptions of problem-solving by training prospective teachers for different thinking
skills for future studies.
Keywords
Mathematical Problem Solving, Belief, Metaphoric Perception, Prospective Primary School Teachers, Te
