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Abstract
This study aims to determine what pre-service teachers know about on connections skill in mathematics teaching before starting teaching, to understand for what purpose and how connections are made, and to examine changes in their views on why this skill is important in the education process. Drawing on the case study research design, one of the qualitative research methods, this study was performed with a total of 40 junior-level pre-service mathematics teachers (20 female and 20 male) that pursue their education in a public university in Turkey. An interview form with two questions was used to collect data. The data were analyzed through content analysis method. The preliminary interview conducted in this study revealed that 4 of the pre-service teachers did not have any knowledge on mathematical connections at the beginning of this study, and that those who successfully made connections had a low level of awareness. At the end of this course on connections in mathematics teaching offered, all pre-service teachers prepared assignments where they presented different types of connections across various learning outcomes. The knowledge, skills and awareness of the pre-service teachers on mathematical connections increased, as observed in the last interview performed.
