Özet:

The aim of this study is to determine the relationship between the problem posing self-efficacy beliefs and the beliefs about problem solving of pre-service elementary mathematics teachers’ by determining their beliefs about problem solving and self-efficacy beliefs for problem posing. The correlational survey model was used in the process. Data was collected from 202 pre-service elementary mathematics teachers who were enrolled in a teacher education program at a public university in the spring semester of 2012- 2013. Teachers' Self-efficacy Beliefs in Problem Posing Instrument (TPPEBI) was developed by Kılıç and İncikabı (2013) and Beliefs about Mathematical Problem Solving Instrument adapted Turkish by Hacıömeroğlu (2011) from Kloosterman and Stage (1992) were used as a data collection tools. Pearson Correlation Analyze was employed to analyze the obtained data. The results of the study revealed that pre-service elementary mathematics teachers’ beliefs about problem solving and self-efficacy beliefs about problem posing is positive. There is a significant positive relationship between Self-efficacy beliefs about problem posing and beliefs about problem solving.