Model eliciting activities have been developed by inspiring from real life problems encountered in science field where mathematics is used extensively and various fields such as trade, engineering, and sports. With the use of these activities in math classes, it is aimed that students do mathematics in mathematics lessons similar to scientists and benefit from mathematics in solving real life problem situations. However, there are some principles to consider when designing effective model eliciting activities. These are reality, modeling, self-evaluation, model certification, model generalization and effective prototype principles. Modeling eliciting activities prepared in line with these principles are learning activities in which students are encouraged to mathematize the reality through expressing, testing, revising their own ways of thinking. In our study, it was aimed to examine the opinions of pre-service teachers, who are deal in the task of designing model eliciting activities in accordance with these six special principles. Within the scope of the study, 35 pre-service mathematics teachers who continue their 3rd year, have been given the task of designing an activity in accordance with these principles after training on model eliciting activities. Following the completion of task, interviews were held with 11 volunteer pre-service teachers. As a result of the analysis of the data obtained from the interviews, the themes that provide information about the important experiences of prospective teachers in the activity design process, their difficulties, the task's contribution to them, the contexts of the designed activities were reached and some suggestions were made on teacher training in this direction.
Mathematical Modelling, Design of Model Eliciting Activity, Pre-Service Teachers