The relationship between primary school prospective teachers' solving competency of fraction problems with modeling method andtheir competency of teaching mathematics

In this study, the relationship between prospective teachers' solving competency of fraction problems with modeling method and their competency of teaching mathematics has been analyzed. Moreover, whether prospective teachers' competency of solving fraction problems with modeling method and their competency of teaching mathematics differentiate depending on demographic features such as gender, alma mater type, the order of preference of the department and teaching experience, has been analyzed. The sample of the research consists of 89 prospective teachers who study at 4th grade in Department of Primary School Teaching at Akdeniz University. This study which is an example of descriptive scanning model was carried out in 2015-2016 academic year. In the study, "Proficiency of Teaching Mathematics Scale", "Achievement Test Towards Determining Modeling Competency of Fraction Problems" and "Personal Information Form(Gender, Alma Mater Type, The Order of Preference of The Department and Teaching Experience" were used as data collection tools. As regard with the analysis of the data, Mann Whitney-U Test, Kruskal Hallis-H Test, and Spearman Correlation Test were used. In all analyses, significancy of 0.05 has been sought. In results acquired from the research, a meaningful difference between the scores from the competency test for primary school teacher candidates to model fraction problems and the variants of gender, experience, order of department selection and alma mater, has not been detected. While any meaningful difference between prospective primary school teachers' scores from mathematics teaching efficiency scale and gender, order of department selection and alma mater haven't been found, a meaningful difference has been seen with the teaching experience variant. A statistically p ositive meaningful relation between scores from competency scale of solving fraction problems with modeling method and the analysis of the scores from the scale of teaching mathematics competency.