The development of mathematical competencies in future primary education teachers is a key aspect of their professional training. Mathematical competence is the ability to develop and apply mathematical thinking to solve a range of problems in everyday situations. It includes the ability and willingness to use mathematical thinking models and various representations (Recommendation of the European Parliament and the Council, 2006). Piñero Charlo et al. (2022) define a model of teachers' mathematical competencies consisted of four components: mathematical knowledge, didactical knowledge, procedural domain, and emotional domain. Research on solving methods used in the process of solving problematic tasks of elementary mathematics provides knowledge about the thought processes and abilities of the solver.

The main aim of the article is to analytically examine solving strategies for selected types of elementary mathematics tasks from the perspective of thought processes used by future teachers in primary education. The qualitative analysis focuses on identifying strategies and types of representations from an abstract level view in the process of task solving (Bruner, 1960). Based on the analysis results, indicators of the development of the mathematical competencies in primary education teachers are specified. The findings of this research could serve as a foundation for further development of stimulating programs for the development of mathematical competencies of the teachers and their ability to teach mathematics more effectively.

The paper is supported by projects:
VEGA 1/0468/25 Thought processes in mathematics: specification of mathematical competencies development indicators of teachers in primary education.

Keywords: Thought Processes, Solving Strategies, Mathematical Competence.