Abstract:
The aim was to determine elementary mathematics teacher candidates’ problem solving skills
and analyze problem solving skills according to various variables. The data were obtained from
total 306 different grade teacher candidates receiving education in Department of Elementary
Mathematics Education, Buca Faculty of Education, Dokuz Eylul University in the fall term of
2012-2013. As a result of analyses, there was not a significant difference between male and
female candidates’ perceptions of their problem solving skills. There was a significant difference
on their problem solving skills and impulsive approach to problem solving according to grades.
Additionally, there was not a significant difference between their problem solving skills and their
level of family income, settlement and region where they were lived before coming to the
university and leisure activities. It was suggested to give weight to achievement that will leave a
positive lasting impact on students’ attitudes like metacognitive skills, for the reason that
students’ impulsive approach to the problems
