Investigation of reflections of mathematical modeling activities on the mathematical modeling efficacy and teaching experiences of prospective primary school mathematics teachers

Mathematics education aims to provide students the ability to produce solutions to the problems they encounter in real life. In the process of achieving this goal, it is important to provide individuals with mathematical modeling competencies throughout their learning processes. Since there are teachers who will be able to raise individuals with mathematical modeling competence and who will study the curriculum, these competencies must first develop in teachers. Stemming from the basic principles above, the aim of this study is to reveal the reflections of mathematical modeling education process on elementary mathematics teacher candidates' mathematical modeling competencies and to analyze the pre-service teachers' ability to use these skills in their teaching experiences. In order to respond to the research problems identified, the mixed method in which quantitative and qualitative methods were used together was preferred in this study. The study group of this research consists of 15 mathematics teacher candidates studying at Kastamonu University Faculty of Education Primary Mathematics Teaching Undergraduate Program during the academic year of 2019-2020. Afterwards, three pre-service teachers were selected to apply MEAs in secondary schools affiliated to MoNE. In this research, learning environments designed based on a holistic approach and based on "theoretical knowledge" were created. The research process took 15 weeks. The first 13 weeks of the study process are planned as mathematical modeling training process and MEA design process. A three-week period is reserved for MEA applications. Data of the study were collected through mathematical modeling competency pre and posttests (MMCT), mathematical modeling proficiency rubric, modeling principles evaluation rubric, MOE design process worksheets, mathematical modeling education evaluation questionnaire, semi-structured observation form, and semi-structured interview. Research findings reveal that secondary school mathematics teacher candidates have limited prior knowledge about model, modeling, mathematical model and mathematical modeling. Moreover, it was determined that PMT groups included similar processes although there were some differences in the MEA design stages. All the MEAs created by PMTs have been evaluated in accordance with the principles of reality and structure certification in general. According to the results of the research, mathematical modeling training process had a statistically significant and positive effect on the mathematical modeling competencies and sub-competencies (understanding the problem, simplifying, mathematizing, working mathematically, interpreting and verifying). Research findings also indicates that pre-service teachers found the training they received generally useful and showed a positive attitude towards using MEAs in their teaching experiences. Prospective mathematics teachers' modeling application experiences are generally compatible with modeling application processes. The findings were discussed in relation to the literature and the suggestions were presented in the light of the results obtained. Key Words: Mathematical modeling competencies, Model eliciting activities (MEAs), activity design processes, MEA implementation experiences