Abstract
The aim of the study was to examination of mathematical problem-solving skills and to determine the relationship of between problem posing and problem-solving skills of teacher trainees in Prizren “Ukshin Hoti†University, Faculty of Education in Kosovo. The results of this study are important because there is no a similar work in teacher training in Kosovo. For this aim, the case studies, qualitative research (case study), model was used. The research at the state Prizren “Ukshin Hoti†University has been established by Turkish Teacher trainers. These teachers’ group was selected as a working group. The classroom teacher department NCT=26, Pre-school teacher department NPST=27 and physics-chemistry teacher department NPCT=12 teacher trainees were participated. The total number of trainers was 65. The data were collected by semi-structured interview form and worksheets in this study. Rubrik and descriptive statistics were used as an analyzing instrument. In conclusion, the levels of problem-solving skills of teacher trainees have been determined and recommendations for the development of these levels have been included.
 Key words: Worksheets, Teacher Trainees, Problem Solving, Problem-Solving Skills, Problem Posing.
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