A Multi- Variable Study of Primary School Pre-Service Teachers' Abilities to Generate and Solve Mathematical Modelling Activities

The perception of mathematics as a lesson that is generally vague and that has nothing to do with real life results in negative attitudes towards this lesson being formed and in overall failure. Therefore, what matters when it comes to evaluating achievement in mathematics is identifying how the students and teacher candidates see themselves in mathematics, their hatred or interest towards mathematics or certain parts of it, and styles of learning. In this context, the goal of this study is to examine the relationship between academic self-perception and learning style on one side and the ability of teacher candidates to generate mathematical models and solve a given mathematical model on the other. This study, which used a co-relational study that was effective in revealing the relationships between the variables and identifying the levels of these relationships, and that yielded the clues necessary to conduct higher level studies, was conducted with the participation of fourth-year students studying Primary School Mathematics Teaching at the Kazim Karabekir Education Faculty of Ataturk University. The one-way variance analysis and correlation technique were used in the analysis of these data. In the light of the findings obtained it was seen that the candidate mathematics teachers’ ability to generate mathematical models had a powerful effect on their ability to solve models, and so one of the key conclusions of this study is that model generation activities need to be done before model solving activities. Furthermore, a deeper study should be carried out to investigate why there was no relationship between their activity-forming and solving proficiency and the academic self concept test and learning styles