Özet:

The aim of this study is to study the views of the candidates for primary mathematics teachers on context-based learning and contextual problems. The study is based on the phenomenological methods of research. The research was conducted with 12 teachers candidates studying at a state university’s educational faculty, mathematics and science education department. In the framework of the project, a semi-configured interview form has been used to allow teachers candidates to receive their opinions about the experiences they obtain as a result of contextual learning activities. In the analysis of the data obtained from the interview form, content analysis was used. When the results of the study were examined, the teacher candidates showed a conscious and sensual positive approach to learning based on context. However, the teacher candidates have not been able to identify the shortcomings for contextual learning due to the lack of teaching experience.

Özet:

The aim of this study was to examine the pre-service mathematics teachers’ views on context-based learning and contextual problems. The study was designed with a phenomenology model which is one of the qualitative research methods. The study was carried out with 12 prospective teachers who were studying in mathematics and science education department of education faculty of a state university.  Within the scope of the project, semi-structured interview form was used to get the views of the pre-service mathematics teachers about their experiences based on context-based learning activities. Content analysis was used in the analysis of the data obtained from the interview form. According to the results of the study, it was seen that pre-service mathematics teachers exhibited both cognitive and affective positive approaches to context-based learning. However, it was seen that the pre-service mathematics teachers experience of teaching were insufficient in identifying deficiencies for context-based learning. 

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