Abstract:

The aim of this research is to examine the algebraic mind habits in the context of problem solving of elementary mathematics teacher candidates within the pedagogical field. The study which was dominated by qualitative paradigm was done in the pattern of case study. With this aim, data were gathered from 30 prospective teachers via “Algebraic Habits of Mind Worksheet” and interviews. The data were analyzed in the light of the components of theoretical title of algebraic habits of mind and according to the stages of descriptive analysis. The teacher candidates made solutions based on memorizations without writing what is given and wanted; however they clearly wrote what is given and wanted in the last two problems. While this seems to be a form of rules that represent direct functions in the questions seen as exercises; it causes them to use the thinking / reverse thinking step more actively when they are perceived as problems. At the interviews, it is seen that the fourth grade prospective teachers are more detailed about the construction on their stunets’ knowledge  than the first grade prospective students and that the first grade only focuses on solving.

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