Examining the pre-service primary school teachers' beliefs about mathematics anxiety and problem solving

The aim of the education system is to educate individuals who are suitable for the needs of the society in which they live. In order to keep up with the rapid changes in science and technology, it is necessary to have different equipment. Therefore, there are individuals who can use knowledge functionally in life by producing, contribute to the society in which they live and enable it to progress, etc. it is aimed to raise individuals with characteristics. The training of qualified individuals only depends on the training of qualified teachers. Because it is a known fact that teachers are very effective in educating new generations. Considering the importance of the teacher in terms of the educational process, the study was carried out with the teachers of the future. This research was carried out in order to determine whether there is a significant relationship between the mathematics anxiety experienced by the primary school teacher candidates and their beliefs about problem solving, and it was carried out in the relational survey model, which is one of the quantitative research methods. Relational screening models are research models that aim to determine the existence and degree of co-variance between two or more variables. The population of this research consists of primary school teacher candidates studying in the 3rd and 4th grades in education faculties. The sample was obtained using by purposive sampling method and primary school teacher candidates studying in the 3rd and 4th grades of Manisa Celal Bayar University, Faculty of Education. In the research, first of all, the ' MKÖ-Ö'' developed by Üldaş (2005) to determine the pre-service classroom teachers' concerns about mathematics, and the ' M-PÇİÖ ' adapted to Turkish by Hacıömeroğlu (2011) to determine their beliefs about mathematical problem solving were applied. The answers given by the students to the scales were examined. SPSS package program was used in the analysis of the obtained data. As a result of the findings, there was a relationship between math anxiety and gender, but no significant relationship was found between age and class variables, and it was concluded that there was a significant relationship between (MKÖ-Ö) and (M-PÇİÖ) subscales. Considering the results obtained, it is recommended to include studies that will reduce the mathematics anxiety experienced by prospective teacher.