Özet:

In this study, pre-service primary school teachers' problem solving processes is researched according to Polya's problem solving stages. The research had been carried out qualitatively as a case study with 62 participants studying at third grade of primary school teaching department of a state university's faculty of education. Participants had information about Polya's problem solving stages in Mathematics Teaching course, solved several routine and non-routine problems and evaluated them. At the end of the five-week period, the pre-service teachers were given a non-routine problem and were asked to solve the problem individually taking these stages into account. Subsequently, the solution processes were analyzed descriptively in the light of these stages. At the end of the research, it was obtained that most of the pre-service teachers correctly applied the stages that are understanding the problem, devising a plan and carrying out the plan in the problem solving process. It was determined that most of them specified and applied different strategies such as systematic listing, guessing and checking, reasoning in order to solve the problem, and some others applied a different strategy than the ones specified. Moreover, the evaluation phase of the solution has been either ignored or incompletely implemented by some of the pre-service teachers.

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