Beliefs and the Mathematical Problem Solutions of Classroom Teacher Candidates

With this research, it is aimed to examine the beliefs of self-efficacy and mathematical problem solving of elementary teacher candidates in terms of some variables and to determine the relation between elementary teacher candidates' self - efficacy and beliefs about mathematical problem solving. The population of the research is the elementary teacher candidates who are studying in the 2nd, 3rd and 4th classes of Kırıkkale University, Faculty of Education in the fall semester of 2016-2017 academic year. The sample of the study consists of a total of 300 teacher candidates, 107 in the second class, 101 in the third class, and 92 in the fourth class who were selected by the proportional cluster sampling method. At the end of the research, it was revealed that the self-efficacy beliefs of the elementary teacher candidates were “I believe”, their beliefs about mathematical problem solving were “undecided”. The result was that the beliefs of self-efficacy with mathematical problem-solving did not differ according to sex, but differed according to class level. There was a meaningful and weak relationship between self-efficacy beliefs of elementary teacher candidates and their beliefs about mathematical problem solving.