Pre-service Mathematics Teachers’ Conceptual Knowledge Related To Basic Concepts And Operations

The aim of this study is to discuss the conceptual dimensions pre-service mathematics teachers' approaches basic concepts and operations mathematics. 25 teachers in first semester 2022-2023 academic year, who were educated at a state university, participated research. Four open-ended questions about asked their written opinions received. Content descriptive analysis applied responses. As result analyzes, did not approach these context knowledge, but generally gave answers procedural knowledge. Pre-service used reflective thinking, which they compare knowledge processes gained formal education process with previous solutions, question solutions as well.