___

• Andrews, P., & Xenofontos, C. (2015). Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers. Journal of Mathematics Teacher Education, 18, 299–325.
• Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
• Borko, H., & Shavelson, R. J. (1990). Teacher decision making. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 311–346). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
• Brown, N.M. (2003). A Study of elementary teachers’ abilities, attitudes, and beliefs about problem solving. Dissertation Abstracts International, 64(10), 3620.
• Callejo, M. L., & Vila, A. (2009). Approach to mathematical problem-solving and students’ belief systems: Two case studies. Educational Studies in Mathematics, 72, 111–126.
• Carpenter, T. P., & Fennema, E. (1991). Research and cognitively guided instruction. In E. Fennema, T. P. Carpenter, & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 1–16). Albany, NY: State University of New York Press.
• Chapman, O. (1997). Metaphors in the teaching of mathematical problem solving. Educational Studies in Mathematics, 32, 201–228.
• Charles, R., & Lester, F. (1982). Teaching problem solving: What, why and how. Palo Alto, CA: Dale Seymour Publications.
• Chen, L., Dooren, W. V., & Verschaffel, L. (2011). An investigation on Chinese teachers’ realistic problem solving abilities and beliefs. Journal of Mathematics Education, 4(2), 80–96.
• De Corte, E. (2003).Transfer as the productive use of acquired knowledge, skills, and motivations. Current Directions in Psychological Science, 12(4), 142–146.
• Deringöl, Y. (2018). Sınıf öğretmeni adaylarının matematik problemi çözmeye yönelik inançları ile problem kurma özyeterlik inançlarının incelenmesi [Examination of problem solving beliefs and problem posing self-efficacy beliefs of prospective classroom teachers]. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 9(1), 31–53.
• Dossey, J. A., Mullis, I. V. S., Lindquist, M. M., & Chambers, D. L. (1988). The Mathematics report card: Are we measuring up? Trends and achievement based on the 1986 national assessment. Princeton, N.J.: Educational Testing Service.
• Emenaker, C. (1996). A problem-solving based mathematics course and elementary teachers’ beliefs. School Science and Mathematics, 96(2), 75–84.
• English, L. D. (2003). Problem posing in elementary curriculum. In F. Lester, & R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
• Ford, M. I. (1994). Teachers’ beliefs about mathematical problem solving in the elementary school. School Science and Mathematics, 94(6), 314–322.
• Giovanni, P., & Sangcap, A. (2010). Mathematics-related beliefs of Filipino college students: Factors affecting mathematics and problem solving performance. Procedia Social and Behavioral Sciences, 8, 465–475.
• Hacıömeroğlu, G. (2011). Sınıf öğretmeni adaylarının matematiksel problem çözmeye ilişkin inançlarını yordamada epistemolojik inançlarının incelenmesi [Examining elementary preservice teachers’ epistemological beliefs as predictors of beliefs about mathematical problem solving]. Buca Eğitim Fakültesi Dergisi, 30, 206–220.
• Hart, L. C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4–14.
• Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
• Kayan, F., & Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları [Preservice elementary mathematics teachers’ mathematical problem solving beliefs]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218–226.
• Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 247–269). Dordrecht: Kluwer Academic Publishers.
• Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109–115.
• Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester, (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 763–804), Charlotte, NC: Information Age Publishing.
• Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660–675.
• Lester, F. K. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(1), 245–278.
• Levin, B. B., He, Y., & Allen, M. H. (2013). Teacher beliefs in action: A cross-sectional, longitudinal follow-up study of teachers' personal practical theories. The Teacher Educator, 48(3), 201-217.
• Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousand Oaks, CA: Sage.
• Mason, L. (2003). High school students’ beliefs about maths, mathematical problem solving, and their achievement in maths: A cross-sectional study. Educational Psychology, 23(1), 73–85.
• Ministry of National Education (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• NCTM (2000). Principles and standards for school mathematics, Reston, VA: Author.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
• Polya, G. (1953). On teaching problem solving. In H. F. Fehr (Ed.), The Learning of mathematics: Its theory and practice (pp. 228–270). 21st yearbook of the NCTM. Reston, VA: NCTM.
• Polya, G. (1981). Mathematical discovery: On understanding, learning and teaching problem solving. New York: Wiley.
• Posamentier, A. S., & Krulik, S. (1998). Problem-solving strategies for efficient and elegant solutions. California: Corwin Press.
• Putnam, R. T., Heaton, R. M., Prawat, R. S., & Remillard, J. (1992). Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. The Elementary School Journal, 93(2), 213–228.
• Reys, R., Suydam, M., Lindquist, M., & Smith, N. (1998). Helping children learn mathematics. Boston: Allyn and Bacon.
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach, In J. Sikula (Ed.) Handbook of research on teacher education (pp.102-119). New York: Macmillan.
• Sağlam, Y., & Dost, Ş. (2014). Pre service science and mathematics teachers’ beliefs about mathematical problem solving. Procedia Social and Behavioral Sciences, 116, 303–306.
• Schoenfeld, A. (1988). When good teaching leads to bad results: The disasters of 'well-taught' mathematics courses. Educational Psychologist, 23(2), 145–166.
• Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289–304.
• Topbaş-Tat, E. (2018). Problem solving instruction: Prospective mathematics teachers’ opinions and problem solving processes. International Journal of Eurasia Social Sciences, 9(32), 960–990.
• Ünlü, M., & Sarpkaya Aktaş, G. (2016). İlköğretim matematik öğretmen adaylarının problem kurma özyeterlik ve problem çözmeye yönelik inançları [Pre-service elementary mathematics teachers’ self-efficacy beliefs about problem posing and beliefs about problem solving]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 2040–2059.
• Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637–662.
• Yıldırım, A., & Şimsek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin yayıncılık.