Investigation of primary school teachers' perceptions and teaching processes about mathematical estimation skill

In this case study, it is aimed to define and explain the perceptions and teaching activities of primary school teachers about mathematical estimation skill. For this purpose, three primary school teachers working in a public school were included in this study. Convenient sampling method, which is a purposeful sampling method, were used to determine the participants. The data was obtained by using the observation, interview and document review methods together. Within the scope of these methods, semi-structured observation and interview forms prepared by using the literature, expert opinion and pilot data were used in this research. The data were analyzed by content analysis method using a qualitative data analysis program. As a result of the research, it was determined that the primary school teachers attach importance to mathematical estimation skill. They defined mathematical prediction as an important vital skill. Despite this positive perception, it was determined that they had a series of flawed perceptions about mathematical estimation skills. They defined mathematical estimation skills as a simple and fun subject for teaching and described themselves as successful in teaching it. However, the in-class observations indicate that they exhibit significant deficiencies in teaching mathematical estimation skills in their mathematics lessons.