The effect of problem solving strategies instruction on conceptual and procedural solution preferences and problem solving performances of preservice elementary mathematics teachers is investigated in this study. Quasi experimental design was used and research was conducted with two groups who did not study problem solving strategies course before. Two different instruction approaches about problem solving were implemented in the groups. One of them was strategy based problem solving instruction, while the other was problem solving instruction without strategy based. At the end of the research, it was seen that the group with strategy based problem solving instruction preferred procedural solutions, whereas the group with problem solving instruction without strategy based preferred conceptual solutions. Another important result was the problem solving performances of both groups increased after the instructions, but unlike for the other group, this increase was permanent in the long term for the group who took problem solving instruction without strategy based.
Key words: Conceptual Knowledge, Procedural Knowledge, Problem Solving Strategy
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