The effect of mathematics lessons which supported from the visual arts lessons to the attitudes of sixth year?s students of primary education.

This study is carried out with the aim of determining the effect of mathematics lessons which supported from the visual arts lessons to the attitudes of sixth year?s students of primary education. In study, achievement test is developed to evaluate the students? achievements and attitude, attitude measure is developed and applied to evaluate the students? attitude for mathematics.The study is applied in 2007-2008 academic year at spring term on the students of Ankara Province, Çankaya District, Mohaç Primary Education School. From the groups of samples formed with the random method, class 6/B is selected as an experiment group and class 6/C is selected as a control group.In this study experimental method is used. Unequal pre-test and final test with control group design of experimental search method is used. Study is applied on two unequal numbered groups, one of them is experiment group with 35 people and the other is control group with 35 people so in total 70 students. At experiment group mathematic is given for 5 weeks according to project based learning approach. At control group in this period, mathematic is given according to traditional learning method.In the study, quantitative study datum analysis method is used. To the groups that take place in study, achievement and attitude scale is carried out as pre test before experimental processing and final test after processing. In the analysis of gained datum, ?t-test? is used with the aim of showing the differences between the averages. Statistical processing is made at the SPSS 11.0 program. Whether the gained datum is meaningful or not is evaluated according to 05 significant levels.At the end of the study, according to gained datum, following results are gained: at teaching mathematic, before experimental processing, at the attitudes of the students of experiment group that the project based learning approach is carried out to them and the students of control group that the traditional learning method is carried out to them there isn?t meaningful difference about their attitude against to mathematic but after the experimental processing at the attitude of students against mathematic there is a substantial difference in favor of experiment group.In teaching mathematic, in lower problem about whether there is a substantial difference or not before and after the experimental processing between the achievement levels of students of control group that the traditional teaching method is carried out to them and the students of experiment group that the mathematic lessons which supported from the visual art lessons is carried out to them, following results are achieved: according to gained finding in pre-processing application there isn?t substantial difference between the achievements of experiment group and control group; but after processing between the achievements of experiment group and control group there is a substantial difference statistically in favor of experiment group.Together with these results, basing on observations the students who take place in the lessons that are given mathematic lessons which supported from the visual art lessons express that the lessons are funny and they did not think anytime to use their learned in the other lesson they take place in the activities that are made effectively.Key Words: Primary Education, Teaching Mathematic, Visual Arts, Attitude.