摘要：The aim of the study was to examine mathematics teacher candidates’ strategies used in
solving non-routine problems. The research was carried out with 104 mathematics teacher
candidates studying at a state university during the first term of the 2014-2015 academic year in
Turkey. Data was collected through Problem Solving Test which was consisted of 10 non-routine
problems. Descriptive statistics were used to determine mathematics teacher candidates’ solutions
and strategies used in problem solving. Solutions of problems were rated and categorized. Firstly,
solutions were classified as correct or wrong. Secondly, correct and wrong solutions classified as
“solving by using true strategy” and “solving by using wrong strategy”. After that “solving using
true strategy” was categorized as “indicated strategy correctly” and “indicated strategy wrongly”.
The findings of this research revealed that some of mathematics teacher candidates have adequate
problem solving skills but some of teacher candidates did not solve problems correctly because
they used wrong strategy. In other words, mathematics teacher candidates have limited abilities at
the stage of “understanding of problem” and “planning”. It was a due of they could not understand
what the problem says and they could not choose an appropriate strategy for problem solving.
Some of teacher candidates used correct strategies in solving problems, even though they could not
reach the correct answer. It was an evidence that these teacher candidates have lack of knowledge
about “applying plan”. On the other hand, some of teacher candidates could solve problems
correctly but they could not indicate strategy correctly.
