International Journal of Humanities and Social Science Vol. 2 No. 24 [Special Issue – December 2012] 172 A Research on the Mathematical Problem Solving Beliefs of Mathematics, Science and Elementary Pre-Service Teachers in Turkey in terms of Different Variables Dilek Sezgin Memnun, PhD Faculty of Education Uludag University Turkey Lynn C. Hart, PhD College of Education Georgia State University United States of America Recai Akkaya, PhD Faculty of Education Abant Izzet Baysal University Turkey Abstract In this study, we aimed to report the results of the statistical analysis that was performed to determine the beliefs about mathematical problem solving of the mathematics, science and elementary school pre-service teachers and the results of whether gender and the teaching field they studied have any effect on problem solving beliefs. A total of 567 mathematics, science and elementary school pre-service teachers participated in the research. Mathematical Problem Solving Beliefs Instrument applied to these pre-service teachers. In conclusion, there could not be found any significant differences between the beliefs of pre-service teachers and their genders or their education field in which they were studying. It has been understood that the beliefs about mathematical problem solving of pre-service teachers need to develop. Keywords: Problem solving, beliefs, problem solving beliefs, pre-service teachers. Introduction Enabling individuals to gain the skill of problem solving and to train the individuals, who could overcome the problems encountered during their real lives, are amongst the priority objectives and principal purposes of the education currently. This is because, it has become a requirement in our present day world that the employees should be open for new ideas, should adapt easily for changes, should overcome difficulties, should perceive patterns and should be able to solve problems, which are not traditional (Cai, 2003a and 2003b; Meier, Hovde & Meier, 1996). Individuals learn to create new strategies and to solve new types of problems by regulating the old strategies by working during problem situations (Olkun & Toluk, 2003: 44). At the same time, since the problem solving is a scientific method, it requires the use of critical thinking, the creative and reflecting thinking, the skills of analysis and synthesis (Soylu & Soylu, 2006). Individuals learn to put forward their thoughts, which develop when they are solving problems, in a systematic way through solving problems and find new ways of thinking. Hence, they gain self confidence when they are faced with events that they are not accustomed to (National Council of Teachers of Mathematics-NCTM, 2000). Logical thinking of individuals and their reasoning can be reached properly by investigating the solution strategies they use, depiction of the mathematic knowledge, representation of the solution processes, assertion of the mathematical reasoning and the processes of setting up of new problems, which rely on a problem situation. These cognitive aspects, on the other hand, are defined in general within the cognitive psychology and in detail within the mathematical problem solving (Cai, 2003a and 2003b).