Background/purpose: This study investigates the probabilistic thinking process in solving probability problems by prospective mathematics teachers with a field-independent cognitive style. The objective is to explore how individuals with this cognitive style approach problem-solving based on the three stages of Polya's framework: understanding the…

Pre-service teachers' metacognitive and problem-solving skills are highly important in the process of becoming effective teachers for providing their students with guided learning support. Determination of these two higher-order thinking processes and skills and investigation of the relationship between them is very important for enabling…

This study examines the impact of working memory capacity and mathematics anxiety on the creative reasoning of prospective mathematics teachers, highlighting how these cognitive factors shape problem-solving processes. This research used a mixed-method sequence explanatory method with a sample size of 60 people for quantitative research, and four…

Algebraic thinking is the ability to generalize about numbers and calculations, find concepts from patterns and functions and form ideas using symbols. It is important to know the student's algebraic thinking process, by knowing the student's thinking process one can find out the location of student difficulties and the causes of these…

Understanding and supporting pre-service teachers' creativity in collaborative instructional design has gained increasing attention. To design novel and effective learning experiences or activities for students, they need to build empathy with students, that is, understanding students' learning needs. This study aimed to (1) explore the patterns…

This study explores how pre-service mathematics teachers' spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis…

In this paper, we report the analysis of thought processes used by Pre-Service Teachers' (PSTs') through clinical interviews as they solved an algebra task involving a linear pattern. The PST's were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis suggests that conflict factors arise due to…

Background/purpose: Creative thinking is an essential 21st-century skill in mathematics education, closely connected to logical-mathematical ability. Solving numerical problems requires students to think systematically, flexibly, and deeply beyond technical skills. In this context, the creative thinking process remains underexplored empirically.…

Insights into the process of mathematical problem posing is a central concern in mathematics education research. However, little is known about regulative or metacognitive behaviors that are essential to understanding this process. In this study, we investigate metacognitive behavior in problem posing. We aim at (1) identifying…

Creativity and problem-solving are 21st-century skills that students must have to respond to the complex world dominated by technology. Teaching activities integrating Design Thinking (DT) have the potential to cultivate individual skills. As future in-service teachers, pre-service teachers need to understand DT so as to be able to use it in their…

In the study reported on here we aimed to investigate the mediating effect of pre-school teacher candidates' cognitive flexibility between creative thinking tendencies and problem-solving skills. The relational model was used to examine the direct and mediation relationship between the variables. The sample consisted of 516 pre-school teacher…

Drawing on a concept-map methodology, we investigated how 18 prospective elementary teachers (PSTs) conceptualize STEM thinking as habits of mind shared across STEM domains in the context of problem-solving prior to explicit classroom discussions about STEM thinking. A 28-question, 5-point Likert-scale survey was used to explore PSTs' orientations…

Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs' engagement with productive struggle in a mathematics methods course.…

The present study aims to investigate the relationship between pre-service science teachers' argumentation skills and cognitive flexibility levels. Within the scope of the study, an argumentation-based science laboratory application was applied to first year science teaching students for 4 weeks. The arguments were assessed by eight faculty…

Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled…