Evalution of the challenges experienced in understanding skill based mathematics questions from the perspective of teachers and students

This research examines the approaches to skill-based mathematics questions and the difficulties encountered from the perspectives of elementary math teachers and eighthgrade students. The study employs qualitative research methods, specifically a case study approach. The study group consists of 50 elementary mathematics teachers and 60 eighthgrade students. Data collection tools included teacher interview forms, student interview forms, student documents, and video recordings. Initially, the teacher interview form was administered to 50 mathematics teachers, followed by video recordings of the in-class teaching process of 10 teachers selected through criterion sampling. In these recorded classes, 10 students were identified for document collection. Lastly, a written student interview form was administered to 60 students. The collected data were analyzed using content analysis. The research s most general finding, from both the teachers' and students' perspectives, is that skill-based math questions are seen as real-life problems requiring higher-order thinking skills such as understanding, reasoning, and analysis. According to the findings, teachers noted that students face multiple challenges with these questions, particularly in terms of comprehension and generally finding them difficult. From the students' perspective, the challenges involve perceiving the questions as difficult, long, or time-consuming, as well as struggling with reading comprehension.