Cognitive Mathematical Modeling Competencies of Primary School Teachers Candidates

This research aims to reveal the development of cognitive modeling competencies of primary school teachers candidates throughout their mathematical modeling education. The research was designed as a case study. The research was carried out with the participation of 12 primary school teachers candidates. Research data were collected online through Microsoft Teams due to the ongoing COVID-19 outbreak conditions. 11 mathematical modeling activities selected from the literature were used. Research data consisted of the answers provided by the primary school teachers candidates within the scope of mathematical modeling activities. Data collection tools used were the modeling problems extracted from the literature along with the rubric. Research findings revealed that pre-service teachers got the highest and the lowest scores in the lower stages of rubric from understanding the problem and the validating dimensions respectively. The second dimension in which the pre-service teachers were more frequently successful was the interpreting dimension. Their success in the simplifying, mathematizing and working mathematically dimensions were observed as rather moderate. The most successful problem of all groups is the Whitewash Problem. Except for one group, the most unsuccessful problem of all groups was the Tooth Brushing Problem.