Abstract:

The aim of this study is to study the views of the candidates for primary mathematics teachers on the ability to conduct mathematical mind and solve problems. The study in mathematics, in particular, will contribute to the identification of how, where, when and for what purposes the mathematical mind-exercise skills may be used in teaching activities by the candidates for mathematical teachers, and the reasons why the learners can do these connections in the problem-solving process. The data based on the study is believed to contain important signs of how the mathematical mindfulness and problem-solving processes of the mathematical teacher candidates will be given to students and how they will be successfully used. The work is designed in phenomenological designs from the research methods of quality. The research was carried out at the educational faculty of an university located in the south-eastern Anadolu region, with 107 teachers candidates studied in the field of mathematical education and selected by the method of sample for purposes. For the purpose of collecting data in the study, the researchers developed a semi-configured interview form to determine the opinions of the teaching candidates on the subject of mathematical mindfulness and problem-solving skills. The data obtained through this form is analyzed through the content analysis method. When the results of the research were examined, it was found that the teacher candidates did not have sufficient knowledge about the practice of mind, that they needed such training, that they showed positive attitudes towards the practice of mind. On the other hand, the teachers indicate that they see the problem as an action and a problem waiting for a solution. It is also believed that further study of the phenomenon of mental conduct is needed in terms of learning groups.

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