Abstract:

Teachers should also understand what knowledge and meaning of mathematics means, what mathematical tasks their students should do, and how to develop and support the skills that cognitively force their students. Because knowing how/what students think and what their abilities are, influences the teachers’ lesson content and presentation styles. The aim of the study in this context is to determine the beliefs of high school mathematics teachers about the students' mathematical content acquisition skills from different perspectives in the context of problem-solving.  The study was carried out according to the imagistic research model from quantum research patterns. The study consists of 32 high school mathematicians. During the data collection phase, the literature-backed surveys, consisting of Likert and problem-type questions, and open-end surveys developed by the researcher, were taken advantage of. In the analysis of data, visual statistics and analysis methods have been used. Teachers pointed out that for students, the problem is arithmetic, and the verbal problems are more difficult than the symbolic, the position of the unknown quantity in the problem affects the level of difficulty, and there are a number of strategies that students can use. Moreover, most teachers adopt the view that story problems are more suitable than symbolic problems in bringing new meanings, and that the symbol is "cebriary" with the priority tendency.

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