5. Conclusion
As a result of this research, it is seen that teachers give more importance to problem solving in their classrooms. However, it was observed that a high ratio of teachers used problem solving as an instrument. In other words they taught mathematics in problem-solving contexts. Teachers preferred this not only for their students to understand mathematics easily, but also for themselves to teach mathematics easily, because for teachers the result of problem solving is more important than problems solving itself. Labuda (2004) stated that as result of a study that he carried out with twelve students, teachers had very limited information about problem solving. According Labuda this situation undermines their classroom applications. Teachers have stated that after these studies, their information about different problem-solving strategies has increased. In a research which was carried out by Kopecky (2005), Donaldson (2006) and Watson (2007), teachers stated that after the professional development study that they were
attending; their conceptual and pedagogic information was increased. Thee algebraic representation is concise, general, and effective in the presentation of patterns and mathematical models. However, an exclusive use of algebraic symbols may blur or obstruct the mathematical meaning or nature of the represented objects and cause difficulties in some students' interpretation of their results (Friedlander & Tabach, 2001). After this research it is seen that teachers tended to solve problems by using algebraic statements. In the former national mathematics curriculum of Turkey different solutions strategies weren't emphasized for problem solving.This kind of view is still valid among the teacher. There are some reasons related to this situation. The situation is related to teachers'former education background. In addition to that in national examinations and in text books which equations should
be used in solving problems is generally asked and students are guided in this way. In a similar way to exams, the desire to solve more problems in less time is the main factor that determines the strategies to be used. After web-based professional development study, they tended use various problem-solving strategies. A high ratio of teachers stated that after a professional development study, the usage of different problem-solving strategies has increased. Similar cases have emerged in studies conducted by Labuda (2004), and Thompson (1989).