The aim of this study is to examine problem-solving skills and thinking styles of prospective mathematics teachers and investigate whether the thinking styles of them are related to their mathematical problem-solving skills and the problem-solving strategies preferred by them differ depending on their thinking styles. The data of the study were collected from 32 prospective middle school mathematics teachers through five non-routine problems and “Thinking Styles Inventory”. Prospective mathematics teachers’ solutions to non-routine problems were analyzed qualitatively. For quantitative data, descriptive statistics, correlation and chi-square were used. The results showed that majority of the prospective teachers have difficulties in using problem-solving strategies appropriately and solving non-routine problems. It was found that prospective teachers mostly preferred legislative, hierarchical and liberal thinking styles respectively whereas they displayed least preferences for oligarchic, conservative and monarchic thinking styles respectively. The results revealed that problem-solving skills were significantly, negatively and moderately related to only monarchic thinking style. High level of problem-solving skills were found to be related to liberal and internal thinking styles significantly, negatively and moderately whereas there was no significant relationship between low level of problem-solving skills and thinking styles. It was also found that there were no significant differences between the thinking styles of prospective mathematics teachers and their problem-solving strategies. This finding was supported by qualitative data. More comprehensive results can be obtained through observing and monitoring prospective teachers for long period.

这项研究的目的是研究准数学老师的解决问题的能力和思维方式，并研究他们的思维方式是否与他们的数学解决问题能力有关，以及他们首选的解决问题的策略因他们的思维方式而异。样式。这项研究的数据是通过5个非常规问题和“思维方式量表”从32位准中学数学老师那里收集的。定性分析了准数学教师对非常规问题的解决方案。对于定量数据，使用描述性统计，相关性和卡方。结果表明，大多数准教师在正确使用问题解决策略和解决非常规问题方面存在困难。研究发现，准教师大多倾向于立法，等级和自由主义的思维方式，而对寡头，保守和君主制的思维方式则表现出最少的偏爱。结果表明，解决问题的能力仅与君主制思维风格显着，负相关和中等相关。发现高水平的问题解决能力与自由主义和内部思维方式显着，负相关和中度相关，而低水平的问题解决能力与思维方式之间没有显着关系。还发现，预期数学教师的思维方式与其解决问题的策略之间没有显着差异。定性数据支持了这一发现。