Abstract:

A problem is an obstacle against the existing forces that a person has gathered in order to the desired goal. Understanding the problem consists of processes such as the expression of the problem, determination of what the problem is given and what is desired; drawing the shape of the solution of the problem, making a plan for solving the problem. Problems are divided into types of routine and non-routine problems. Beyond transactional skills, non-routine problems require the ability to organize, classify data, see relationships, and perform a number of activities one after the other. In this study which aims to determine problem understanding of teacher candidates, 6 teachers, who are being educated in the deparment of class education of a state university in Tokat province and got the highest, intermediate, and lowest achievement average of Basic Mathematics I, Basic Mathematics II at the end of the semester, were asked to solve 3 non-routine problems by using observation methods in different sessions. The data are described through descriptive analysis and interpreted within the framework of the themes that were created. Created themes include that; the expression of the problem, the determination of the given and requested, the drawing of the figure or diagram, the planning stages. While the themes were being created, the critical features expected from the teacher candidate for each theme were determined. According to the findings, it turned out that in the problem understanding process the rate of expected behaviors of teacher candidates, who have the highest and lowest academic success in math lesson, is higher than the others these candidates are more successful in problem solving. Also to understand the problem; it has been seen that prospective teachers who can draw a problem-related shape or diagram and draw a problem-solving plan that can express the problem, the given, the desired and the problem condition, have correctly solved the questions. In this case, it can be said that what needs to be done to understand the problem is also extremely important besides the mathematical success of delivering the problem to the right conclusion.

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