Abstract:

The aim of this study is to examine preservice teachers’ mathematical habits of mind in problem solving context with the context of Analysis III course. The study follows a qualitative paradigm and adopts an action research design. The participants who were sampled by using purposeful sampling were 79 preservice elementary mathematics teachers. The participants received seven-week training sessions in which they experienced the mathematical habits of mind, and they examined by a given problem situation before-after the training. The solutions of the participants are analyzed according to the stages of descriptive analysis. This study revealed that after the training the participants’ stated that they stayed at the theoretical level in comprehending field  course. The results also illustrated that development of the mathematical habits of mind have a positive contribution to the process of solving a problem.

Keywords: