Investigation of the effects of using mathematics literacy questions on the mathematics literacy success in primary school mathematics teaching

The last 20 years in mathematics education have been the years in which many studies have been carried out on for the elimination of the disconnection between the school mathematics and life. This study has been done with this perspective in mind and examines the attempts of fourth grade students to understand and solve mathematical literacy questions. The study is at primary school level and constitutes the first example of its field. The question of "Are fourth grade primary school students able to explain and learn to solve mathematical literacy problems?" has been selected as the problem of the study and investigated experimentally. This is a quasi-experimental study. The study group consisted of 39 students, 20 in the experimental group and 19 in the fourth grade of primary school in the control group. In the study on the nested mixed pattern, the process of understanding and solving the mathematical literacy questions of primary school students was examined by conducting a case study together with a quasi-experimental application. Within the scope of the thesis, the effects of the teaching consisting of mathematical literacy questions on students' mathematical literacy success, their permanence, the development of mathematical competencies in the teaching process, the effects on the attitudes of the students about the teaching, and finally the views and thoughts of the students were all investigated, and all aspects of the teaching were endeavored to be determined with a holistic perspective. The data in this study were collected with the pre-post test student answer sheets of the experimental and control groups, the attitude scale of the experimental group, semi-structured audio interview recording with 9 students in the experimental group, and letters from the experimental group students. In the study, the teaching of 10-week mathematical literacy questions was applied for 20 lesson hours to the study groups divided into two groups. Quantitative data, SPSS program analysis, qualitative data, descriptive and content analysis were used in the research. At the end of the study, it was found that mathematics literacy education positively affected students' mathematical literacy success, that a progress was monitored in the development of mathematical competences of representing, communication, reasoning and problem solving, and that it affected their interest and necessity attitudes towards mathematics positively, and diminished the students' anxiety. Information was gathered about the teaching carried out through semi-structured interviews and student letters. The students stated that they found the questions in the education provided somewhat difficult, intelligence-developing, entertaining, different (novel) and that they wanted to see these questions in mathematics lessons as well. Considering the positive effects of this particular study on the development of four mathematical competences and mathematical literacy achievements, the researchers are of the opinion that it will provide the educators with applicable and improvable teaching content in primary school mathematics teaching. As far as the results of this study is concerned, researchers and educators are recommended primary school mathematics practices and action studies that cover the learning areas and all mathematical competencies in their teaching practices.