Examination of missing learning outcomes in fifth grade mathematics course according to province monitoring research

Since it is necessary to measure and evaluate the success of the students, to reveal the missing points, to use the teaching methods effectively, to determine the strengths and weaknesses of the curriculum, it is aim to perform the assessment through monitoring the student development.With this research, it is aimed to examine the missing learned gains in fifth grade mathematics course according to the data of provincial monitoring research. In line with this main purpose, the results of the provincial monitoring research exam of the year 2017 were obtained from the Assessment and Evaluation Center of the Bursa Provincial Directorate of National Education and the data obtained from the fifth grade mathematics course were examined.The study group of this research, which was conducted with a case study design, is comprised of 12 students and 4 mathematics teachers working inviii the secondary schools of MEB in Osmangazi, Orhaneli and Yıldırım districts of Bursa.The interview form was prepared as a semi-structured draft to obtain the qualitative data of the research. Interview questions were also determined in the literature by considering the criteria for the questions to be answered in the program evaluation. Semi-structured interview questions were prepared in line with the opinions and suggestions of mathematics teachers and faculty members, the opinions and evaluations of students and teachers about the questions were tried to be determined in detail. The interviews conducted by the researcher face-to-face with the participants in the school environment and in the chat atmosphere were recorded with the voice recorder and with the consent of the participants. The data recorded after the interviews were converted into text on computer.In the research, content analysis method, one of the qualitative data analysis methods, was used to solve the data obtained from the interviews. As a result of the study, it was found out that the students were not aware of what they knew or not, although they are aware of the importance of provincial monitoring exam, they do not have the necessary motivation to eliminate the missing learning, although the students expressed that they solved the questions again, they did not do the necessary homework-study to correct the missing learning, they are irrelevant to the exam report, there are deficiencies in the determination of whether the students have reached the acquisition, the provincial monitoring exam in the report part of the missing part of the assignment to be done to eliminate the missing assignments-assignment is missing, teachers are not given the importance of intervention to eliminate the lack of learning, even though the effect is not given, written papers are shown to the student and the necessary work to eliminate the missing learning.