Abstract:

This research was carried out in order to reveal how the mental processes of pre-service mathematics teachers are while making mathematical proofs and solving problems, and what their views are about the thinking aloud method. Within the scope of this research based on the case study design, 4 pre-service teachers were asked to express their thoughts aloud, to solve 2 problems, and to do 2 algebraic proofs. Teacher candidates' thinking-aloud processes were video-recorded. The data obtained by transcribing the videos were analyzed and interpreted with the descriptive analysis method. As a result of the research, it was seen that although the pre-service teachers had a general understanding of how to prove the theorem and problem-solving, they did not know how to advance the process of proving and problem-solving and how to use the knowledge they had before in a way suitable for their purpose. In addition, according to the pre-service teachers who participated in the application, the thinking aloud method is a method that develops higher-order thinking and allows the individual to understand what he or she is really thinking.

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