Views on the process of mathematics teachers who entered the 5th grade mathematics courses for the first time in 4 + 4 + 4 systems

The 4 + 4 + 4 system implemented in the 2012-2013 academic year brought many innovations in the compulsory education process. At the beginning of these changes, compulsory education has to be increased from 8 years to 12 years. In addition, the students who were waiting for the completion of the 5th year under the guidance of the classroom teachers in the primary school until the previous academic year with the second 4, found themselves in a "secondary school" part of compulsory education and a different school. Also branch teachers are now entering their courses. This situation is considered to be a very different and challenging situation for both the students and the branch teachers entering the classes for the first time in the 5th grade. The aim of this research is to identify the difficulties experienced by elementary school mathematics teachers who entered the 5th grade mathematics courses for the first time together with the 4 + 4 + 4 system and examine the participants' opinions about the process. As a result of this study, it is aimed to draw some lessons for education and help to other scientific studies in this area. The sample of the research using the field scanning method consists of 45 mathematics teachers working as fifth grade mathematics teachers in official secondary schools in the city center of Kastamonu. The data obtained in the study were analyzed according to the content analysis method. As a result of the research, before beginning to teach in Grade 5, most of the teachers of mathematics who participated in the study; it is seen that there are some worries such as not reaching the levels of the students, not having enough time because of the high number of subjects and lack of readiness of the students, whereas the worries are over after the lessons are started.