Abstract
The aim of this study is to determine whether there are differences in prospective mathematics and social science teachers’ perceived problem solving skills with respect to their department. In other words to investigate whether their perceived learning skills vary according to their four year university education. Findings show that problem solving skill levels of prospective teachers are below the average, the skills do not differ according to their departments and senior prospective teachers’ problem solving skills are higher than the freshman prospective teachers. Moreover female prospective teachers have higher problem solving skills than male prospective teachers and the ones studying regularly to courses also have higher skills than the ones studying before the exam.
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