Investigation of mathematical reasoning self-efficacy and problem solving skills of prospective mathematics teachers

The aim of this study is to examine the relationship between mathematical reasoning self-efficacy and problem solving success of primary school mathematics teacher candidates and to reveal their tendency to use the strategies they prefer while solving problems. Relational research design was used in the quantitative part of the explanatory sequential design, and case study design was used in the qualitative part. The study group consists of 35 3rd grade and 57 4th grade teacher candidates studying at an education faculty in the Marmara region in the 2021-2022 academic year. Participants were selected by the criterion sampling method, one of the purposive sampling methods. The Mathematical Reasoning Self-Efficacy Scale developed by Yavuz Mumcu (2019) was used to determine pre-service teachers' mathematical reasoning self-efficacy, and the "Problem Solving Achievement Test and Problem Solving Strategies Form" prepared by the researchers from the questions in the High School Entrance Exam, to determine their problem solving success. Mathematical reasoning self-efficacy of prospective teachers did not make a significant difference according to the grade level variable, but there was a significant difference according to the gender variable; It was determined that problem solving achievements did not make a significant difference according to grade level and gender variable. It has been determined that there is a positive and significant relationship between the mathematical reasoning self-efficacy and problem solving success of the 3rd and 4th grade teacher candidates. It has been determined that teacher candidates generally tend to use certain strategies and 3rd grade teacher candidates perform more detailed solutions.