Obay, MustafaÇelik, Halil Coşkun2024-12-242024-12-2420192148-2896https://doi.org/10.18009/jcer.574528https://search.trdizin.gov.tr/tr/yayin/detay/394130https://hdl.handle.net/20.500.12604/4323The aim of this study was to examine the pre-service mathematicsteachers’ views on context-based learning and contextual problems.The study was designed with a phenomenology model which is one ofthe qualitative research methods. The study was carried out with 12prospective teachers who were studying in mathematics and scienceeducation department of education faculty of a state university. Withinthe scope of the project, semi-structured interview form was used to getthe views of the pre-service mathematics teachers about theirexperiences based on context-based learning activities. Content analysiswas used in the analysis of the data obtained from the interview form.According to the results of the study, it was seen that pre-servicemathematics teachers exhibited both cognitive and affective positiveapproaches to context-based learning. However, it was seen that thepre-service mathematics teachers experience of teaching wereinsufficient in identifying deficiencies for context-based learning.eninfo:eu-repo/semantics/openAccessEğitimEğitim Araştırmaları,MatematikArticle71428431339413010.18009/jcer.574528