The attitudes of preservice teachers toward problem-solving in mathematics education play a significant role in shaping how they approach teaching and facilitate student learning in the future. This study explores the factors that influence preservice teachers' attitudes towards problem-solving, particularly focusing on their mathematical background, pedagogical training, teaching experience, and personal beliefs about mathematics. The research involved a mixed-methods approach, utilizing surveys and semi-structured interviews to gather data from preservice teachers at a teacher education institution. The findings reveal that preservice teachers' attitudes are strongly influenced by their mathematical experiences, their exposure to problem-solving strategies during teacher preparation programs, and their personal beliefs regarding the importance of mathematics. Additionally, challenges such as anxiety about mathematics and lack of problem-solving skills were identified as barriers to developing positive attitudes. The study emphasizes the importance of addressing these factors within teacher education programs to improve preservice teachers’ readiness to incorporate problem-solving in their future classrooms.

Preservice teachers, problem-solving, mathematics education

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