The aim of this research is to examine the algebraic mind habits in the context of problem solving of middle mathematics teacher candidates within the pedagogical field. The study which was dominated by qualitative paradigm was done in the pattern of case study. With this aim, data were gathered from 30 teacher candidates via "Algebraic Habits of Mind Worksheet" and interviews. The data were analyzed in the light of the components of theoretical title of algebraic habits of mind and according to the stages of descriptive analysis. The teacher candidates made solutions based on memorizations without writing what is given and wanted; however they clearly wrote what is given and wanted in the last two problems. While this seems to be a form of rules that represent direct functions in the questions seen as exercises; it causes them to use the thinking / reverse thinking step more actively when they are perceived as problems. At the interviews, it is seen that the fourth grade teacher candidates are more detailed about the construction on their students' knowledge than the first grade teacher candidates and that the first grade only focuses on solving.

-The aim of this study is to examine preservice teachers' mathematical habits of mind in problem solving context with the context of Analysis III course. The study follows a qualitative paradigm and adopts an action research design. The participants who were sampled by using purposeful sampling were 79 preservice elementary mathematics teachers. The participants received seven-week training sessions in which they experienced the mathematical habits of mind, and they examined by a given problem situation before-after the training. The solutions of the participants are analyzed according to the stages of descriptive analysis. This study revealed that after the training the participants' stated that they stayed at the theoretical level in comprehending field course. The results also illustrated that development of the mathematical habits of mind have a positive contribution to the process of solving a problem.

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Öz: Bu çalışmada, antikçağ Anadolusu'nun eğitim anlayışı, eğitim kurumları ve işleyişi epigrafik veriler ışığında değerlendirilerek mercek altına alınmaktadır. Küçük Asya'nın özellikle batı kıyılarından elde edinilen yazıtlar vasıtasıyla Hellenistik Dönem'de Ionia ve Karia bölgelerinde bir eğitim sisteminin varlığından söz edilebilmektedir. Eğitimle birebir ilişkin olan terimlerden "paidonomos, paidagogos, paidotribes ve grammatikos" içerikli yazıtların sayı bakımından fazlalığı ise söz konusu dönemlerde çocuğun eğitimine verilen önemi göstermektedir. Bununla birlikte antik kaynaklarda gymnasion, palaistra ve didaskaleon gibi eğitim kurumları arasında yer almayan dairesel bir eğitim alanının (ἐνκυκλίος) varlığını Ksanthos kentinden bir yazıtta bulmaktayız. Yazıtlar neticesinde öğretmenlerin aylık ya da yıllık olarak aldıkları belli bir ücret karşılığında çalıştıklarına; çocukların günümüzde olduğu gibi bayramlara ya da yarışmalara öğretmenleri gözetiminde katıldıklarına; yasalar çerçevesinde bir okul sisteminin var olduğuna ve okul gelir-giderlerinin denetim altında tutulduğuna dair verilere ulaşılmaktadır.Abstract: In this study through the scrutiny of epigraphic evidence the state of education, educational institutions and practice of education in antiquity in Anatolia is evaluated. In particular, from Hellenistic inscriptions from Ionia and Caria on the west coast of Asia Minor there is record of the existence of an educational system. The terms "paidonomos, paidagogos, paidotribes and grammatikos" recorded in inscriptions, once or several times are associated with education, indicating the importance of education. However, in an inscription from the city of Xanthos the presence of a circular field of education (ἐνκυκλίος) is recorded, differing from the gymnasion, palaistra ve didaskaleon recorded in ancient sources. From inscriptions it is learnt that teachers worked for a certain monthly or annual fee and as today, children participatated in competitions or festivals under the guidance of their teachers. The school system was defined through laws and the income and expenses of schools were supervised.