Abstract
PROBLEM KURARKEN NELER HİSSEDİYORSUN? MATEMATİK ÖĞRETMEN ADAYLARININ KARMAŞIK PROBLEM KURMA BECERİLERI VE DUYGULARI
The purpose of this research is to examine the emotions that secondary school mathematics teacher candidates feel when posing complex mathematical problems and the relationships between them. For this purpose, a problem posing study was conducted with 50 mathematics teacher candidates. In this research the case study method was used and the data were analyzed using the descriptive analysis method. The complexity of the problems posed by the mathematics teacher candidates was evaluated with the help of the criteria of containing more than one solution strategy and being prepared for more than one field of mathematics. The emotions that the mathematics teacher candidates felt while posing the problems were determined with the help of their own expressions while posing the problems. The results show that teacher candidates can pose mathematical problems, but they have difficulty in creating complex mathematical problems. In addition, it has been determined that teacher candidates intensely experience negative emotions such as disappointment, boredom and anxiety, as well as positive emotions such as liking, liking and enjoyment, while posing problems. Moreover, it was determined that teacher candidates who developed positive feelings towards mathematics were able to pose more complex mathematical problems. Various suggestions were included in the study in order to eliminate the negative confusion of teacher candidates regarding problem posing.
Keywords
Teacher candidates, mathematics, emotions, problem posing.
