The research teaching 5th grades the subject percentage with APOS Theory through problem based education

The aim of the thesis is researching 5th grades learning the subject fraction with the help of problem based education and analyzing it in APOS theory. When the studies on the subject were examined, it was seen that the students had difficulties in teaching the percentage subject. It is observed that students do rule-oriented operations that take more time than simple operations and practical methods, and they do not associate the issue of percentages with daily life. In addition, when the studies on the subject were examined, it was seen that there were few studies on the learning and teaching process of the percentage subject. It is thought that this study will contribute to the literature in terms of the application of the APOS model. The study group of the study was determined as 12 students in the class where the researcher was a teacher in a public school in Kovancılar district of Elazig province with the method of easily accessible situation sampling (Yıldırım & Şimşek, 2003). They were chosen according to maths year-end average notes the year before. They are in the some class. Students according to their year-end math averages; the average between 0-45 was determined as "low level", 45-80 as average "medium level" and 80-100 as "high level". In this research qualitative data was gathered and analyzed by the researcher therefore the action research was chosen as a study method. In this study, "observation" during the lesson and "student papers" containing the problems used in practice were used as data collection tools. As a result, it was determined that most of the students gained target behaviors in line with the observations made during the problem-based teaching process in APOS theory of percentages and their answers to the open-ended questions. Also, it was abserved that in Maths lesson students enjoy, have positive attitudes and self-reliance, make progress in problem solving skill when they were taught by using problem based education. Keywords: APOS Model, Mathematics Education, Problem Based Teaching