Abstract:
This research aims to examine the story problems of elementary mathematics teacher
candidates in the field of algebra, which are suitable for real-life situations. For this
purpose, it was tried to determine the pre-service teachers' preferred grade level, sublearning area, and outcomes while creating a real-life story problem for the field of algebra
learning. In addition, the relationship between story problems and outcomes, the reasons
for choosing the grade level and sub-learning area, and the issues they paid attention to
while creating the story problems are among the questions sought to be answered in the
research. The research was designed according to the case study model. The study group
the research consists of 35 elementary mathematics teacher candidates studying at the
undergraduate level. 57% of the participants are female, and 43% male teacher candidates.
In the study group selection, a non-random convenient sampling method was preferred.
The algebra study instruction developed by the researchers was used as a data collection
tool. In addition to the outcome(s) in the field of algebra learning, there are some
questions that the participants should answer in the study guide. Descriptive and content
analysis were used in the analysis of the data. According to the findings, most pre-service
teachers were at the eighth-grade level, and inequalities created story problems suitable
for a real-life situation related to the sub-learning domain. Pre-service teachers gave place
to technology association in story problems. The pre-service teachers stated that they
aimed to attract the students' attention and make them love mathematics while creating
story problems. While creating the story problems, the most attention was paid to using
actual data and originality. It has been suggested to increase pre-service teachers'
awareness about the algebra learning field and encourage them to pose problems by the
nature of their daily life situations.
