Özet:

With the discussions on the nature of mathematics, mathematics is regarded as a value laden area. That it contains a wide range of values has led to consideration of new approaches in classroom practices. The modelling approach which also includes traditional problem solving is consistent with different values of mathematics. With the recognition of mathematics that has different values with the traditional values, mathematics teacher training programs need to be addressed again. It has been intended to contribute the implementation of the program by examining the profiles of prospective mathematics teachers in the current state and the views for modelling. The profiles and modelling levels of 136 prospective mathematics teachers who study in mathematics teacher training programme at Abant Izzet Baysal University in 2008-2009 and 2009-2010 academic years have been analyzed. When the participants' levels of having positivist values and levels of having constructivist values were compared, a significant difference was determined in favor of constructivist values. When the values were analyzed in terms of gender variable, the female participants' levels of having constructivist and positivist values showed a significant difference in favor of constructivist values. Modelling levels were examined in different dimensions, and it was determined significant differences between sub-dimensions. In terms of gender variable, when sub-dimensions of each modelling levels were analyzed, there was no significant difference between female and male prospective mathematics teachers. Also, there was a positive correlation between values and modelling levels among prospective mathematics teachers.

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