Abstract:

The aim of this study was to examine the pre-service mathematics teachers' views on context-based learning and contextual problems. The study was designed with a phenomenology model which is one of the qualitative research methods. The study was carried out with 12 prospective teachers who were studying in mathematics and science education department of education faculty of a state university.  Within the scope of the project, semi-structured interview form was used to get the views of the pre-service mathematics teachers about their experiences based on context-based learning activities. Content analysis was used in the analysis of the data obtained from the interview form. According to the results of the study, it was seen that pre-service mathematics teachers exhibited both cognitive and affective positive approaches to context-based learning. However, it was seen that the pre-service mathematics teachers experience of teaching were insufficient in identifying deficiencies for context-based learning.

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