Learning opportunities presented in a 4th grade math class

In this study, it was tried to determine the learning opportunities given to students in math lessons by classroom teacher at the 4th grade level. It was investigated what opportunities are presented by teacher and how they are presented. The reasons why learning opportunities were not presented during lessons were emphasized. In this study, ethnography model of qualitative research methods was used in order to make in-depth analysis of the classroom environment in which a classroom teacher created mathematical learning opportunities in mathematics courses. An ethnographic perspective was used in the collection and analysis of the data. The research was carried out on the 4th grade level of a primary school located in the city of Aydın. In this study, data were collected via semi-structured observation and semi-structured interview. In the analysis of the data, the conceptual structure of Mathematically Significant Pedagogical Opportunities to build on Student Thinking (MOSTs) conceptualized by Leatham, Peterson, Stockero, & Van Zoest (2015) was used. Consequently, the results of observations showed that presented learning opportunities in classroom by classroom teacher stimulate to reveal the mathematical thinking of the students. The result of the research showed that the teacher did not use group discussions, group work, different methods and techniques to create learning opportunities for students. KEYWORDS: Mathematical Learning Opportunity, Student's Mathematical Thinking, Math Course, Primary School Teacher.