Pre-Service Primary School Mathematics Teachers’ Pedagogical Content Knowledge Of Problem Solving Through Interviews and In-Class Practice Observations

Belma TÜRKER BİBER, Ebru AYLAR, Zeynep Sonay AY, Oylum AKKUŞ İSPİR


This is a case study aimed at determining pre-service primary school mathematics teachers’ pedagogical content knowledge of problem solving through interviews and in-class practice observations. This study also attempts to compare and contrast the data obtained from two different data sources to reveal any similarity and inconsistency, if there is any. The study group includes 13 senior students studying at the department of primary school mathematics education of a state university located in Ankara province. Semi-structured interview and in-class observation were employed for data collection. Taking into account their responses about the influence of problem solving on learning, the role it plays in mathematics education, and to what extent problem solving should be focused on during the teaching process, it is clear that the pre-service teachers criticize traditional approach and stay close to instruction via problem solving. However, this study also indicated that contrary to what they asserted, the pre-service teachers employed problem solving with a focus on results.


Pre-service primary school mathematics teachers; pedagogical content knowledge; problem solving; problem solving practices

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