Özet:

To enrich students' conceptual knowledge, teachers' teaching mathematics knowledge must be more qualified beyond the transfer of rules and processing ways to the student. Since the foundations of mathematics teaching knowledge are placed in the bachelor's training process, it is important to study the development of this knowledge within the process. The aim of this study is to study the development of the mathematics teaching knowledge of the candidates for primary mathematics teachers. In the research, the method of developmental research was used to extend from the visual research methods.   The research participants are composed of 35 teachers from the 3rd class who study in the primary mathematical teaching department of a university’s educational faculty in the Black Sea region. The data of the study was collected using a teaching scenario. This scenario in which the process of crashing in natural numbers is addressed with open end questions supported by the candidates in writing and asked for interpretations. The teaching scenario has been applied to the candidates three times in total, in the beginning of the good period of the third class, at the end of the good period and at the end of the spring period. The data was visually analyzed with the help of the three mathematical teaching knowledge levels created in relation to the scenario, so the candidates were attempted to reveal both the process and periodic developments. The results obtained show that the qualifications of teaching mathematics of the teacher candidates are usually developed from the first level to the second level, and that the development to the third level is not sufficient.