This qualitative research is based on mathematical problem solving and modeling. In this
study I analyzed 39 junior year prospective classroom teachers’ experiences while they
were enrolled in the “Teaching Experience” course and visiting public primary schools.
More specifically, I examined teaching mathematical problem solving and modeling by
content analysis of the qualitative data. The participants were given a six-hours training
about problem solving and modeling prior to data collection. The findings were as
follows: prospective teachers i) became more familiar with the nature of problem solving
after the teaching practice; ii) they had difficulties in choosing problems and in teaching
due to insufficient experience; iii) they had difficulties in finding non-routine problem
situations; iv) they formed sympathy for mathematics teaching through problem solving
approach by using modeling; v) the pupils at the host schools were willing to engage in
such activities, and they used positive expressions about their learning experiences.