Özet:

The purpose of this study is to investigate the effect of problem-solving subject given for the improvement of problem-solving skills and for teaching the problem-solving strategies on primary preservice mathematics teachers’ ability to use the problemsolving stages and on their mathematical thinking levels. The study is oriented to descriptive survey, which is one of the quantitative research methods. In the study that was conducted throughout 13 weeks (26 hours), the students were taught Polya’s (1945) problem-solving stages, which are formed of four steps, and they were also the problem-solving strategies in order to improve their problem-solving skills. In the study, two problems developed by Posamentier and Krulik (1998) was used as data collection tool, and “Mathematical Thinking Scale” developed by Ersoy (2012) was used to determine whether the problem-solving lesson has an effect on mathematical thinking. The findings obtained demonstrate that problem-solving subject has a positive effect on preservice mathematics teachers’ improving their problem-solving skills, and their skills of being able to choose and practise proper strategy. In addition, it was concluded that problem-solving subject has a positive effect on mathematical thinking.

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