Abstract:

This study aims to explore the mathematical modeling problems and the design process that primary mathematics teachers candidates design. The study, primary mathematics teaching bachelor's program was carried out within the framework of the second class (in-field elective course) mathematical modeling course in primary school. 49 teachers participated in this study. The data of the study designed as a qualification forms mathematical modeling problems and reports designed by teachers candidates. The data of the research was analyzed using content analysis. The mathematical modeling problems designed by the teacher candidates were evaluated on the basis of the mathematical modeling activity design principles (the principle of reality, the principle of modeling, the principle of self-evaluation, the principle of structural evaluation, the principle of model generalization, the principle of effective prototype). The study found that teaching candidates had difficulties in designing mathematical modeling problems that would meet all the principles. The mathematical modeling design process has been found to give teachers candidates awareness of issues they don’t know, questions and problems with different perspectives. Teacher candidates have pointed out that the problem design takes time, the mathematical modeling and the subject determination stages are difficult.

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