The teacher's approach to teaching mathematical problem solving stages

This study analyzes a primary education teacher's application process in mathematical problem solving stages within the framework of metacognitive thinking skills. The teacher was randomly chosen from among teachers working at the primary education level within the scope of a project. Three lessons of the teacher were videotaped in order to examine his application process in mathematical problem solving stages. One of these lessons was before, and one of them was after the teacher had received professional development training, the third was approximately 3 months after the training. The process was divided into minutes for one mathematical problem he dealt with before the training and one mathematical problem after the training. An attempt was made to determine the stages at which he put an emphasis on the questions he asked. As a conclusion, it was seen that, before receiving training, the teacher was generally aware of the problem solving stages, but that he was inadequate in the application of the stages of making a plan and checking among the problem solving stages in the application process. It was seen that, shortly after training, the teacher displayed a dialectical approach by allocating space to moving forward or back between the problem solving stages. It was seen that, approximately 3 months after the training, the teacher was more comfortable in the sense that, he made more proper emphases at each stage, and the students became aware of what they were doing in the process.