Özet:

In this qualitative study, scripting tasks, one of the practice-based pedagogical approaches, was utilized in the development of pre-service mathematics teachers' learning about teaching algebra. The participants were pre-service elementary mathematics teachers taking the "Teaching Algebra" course at the 3rd grade level. During the course, theoretical lectures were given and then the scenarios prepared by the researchers were given to the pre-service teachers and they were asked to complete them on the basis of teacher-student interaction. In the following process, it was aimed to complete the missing learning of the pre-service teachers through group discussions and individual revisions. The data were analyzed using content analysis based on the four components suggested by the conceptual framework of teacher learning. According to the findings, pre-service teachers generally adopted a student-centered vision. However, it was observed that most of them could not reflect their visions in their scenarios as they thought. The data obtained from group work showed that the tendency to create an environment in which students have more say, the teacher is a guide, and students discuss and explore with each other generally increased in all groups. In individual revisions, it was observed that pre-service teachers' content and student knowledge and student-centered tendencies mostly increased. In the context of the application, it is thought that the the use of scripting tasks improves pre-service teachers' learning and contributes to their preparation for the real classroom environment.

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