Abstract:

In this study, it was aimed to examine the changes in the course planning processes of six pre-service elementary mathematics teachers with mathematical modeling problems in the teaching dimension of mathematical modeling teaching competencies during the lesson study. The research, which is a qualitative case study, was conducted in two dimensions: theoretical education and practice. Pre-service teachers who received theoretical training on mathematical modeling prepared implementation plans for two different mathematical modeling problems and implemented these plans in the classroom environment. The data obtained from the planning processes were analyzed using qualitative data analysis methods. The findings showed that the lesson study model made significant contributions to the lesson planning processes of pre-service teachers with modeling problems. It was seen that the pre-service teachers have gone through detailed planning processes and that there were similarities as well as significant differences in their plans.

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