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This research was conducted with 31 preservice elementary mathematics teachers, in order to analyze their problem solving strategies preferences and self-efficacies towards mathematics. To determine the problem solving strategies that preservice teachers frequently prefer, it was asked which problem solving strategy is liked better to use during problem solving process. In addition to that, “Matematiğe Karşı Özyeterlik Algısı Ölçeği” developed by Umay (2001) was used to state the preservice teachers’ self-efficacies towards mathematics. At the end of the research, it is seen that, the working backwards was the most frequently preferred strategy among the preservice teachers, whereas solving a simpler analogous problem was the least preferred strategy. In addition to that, preservice mathematics teachers’ self-efficacies towards mathematics do not differ in terms of their problem solving strategies preferences
this was conducted with 31 preservice elementary teachers in order to analyze their problem solving strategies preferences and selfefficacies toward depression to determine the problem solving strategies that preservice teachers often preferred was asked which problem solving strategy is liked better to use during problem solving process ́s addition to that “self-sensity perception scale” developed by umay 2001 was used to state the preservice teachers’ self-efficacies toward threat at the end of the research is seen that the problems of the failure to solve the problems of the problems of the keyservice was expected to solve the problems of the problems of the keyservices of the problems
Field : İlahiyat
Journal Type : Uluslararası
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