The basic skills found in primary education mathematics lesson teaching program in students workbooks

In this research, it was studied that, aside of the course books, taking part of the basic skills of mathematics (problem solving, communication, association and reasoning) in primary education teaching program that needs to be prepared to include the elements that consolidate the learning and help to acquire knowledge and skills. In the research, case study pattern which is one of the qualitative researching patterns was used and document analysis technique which is one of the qualitative researching techniques was used for gathering data. Because the association between the outcomes and the basic mathematics skills (problem solving, communication, association and reasoning) and the 59 outcomes placed in the second grade primary education program was not stated clearly, outcomes-skills tables that primarily prepared for the establishment of association of outcomes and skills were formed by referring experts' views. In the research, the course books that were issued in the announcements magazine no: 2640 were based on and the workbooks which belong to Anıttepe Publishing and MEB publishing were decided to be taught in the province of Düzce, were chosen as samples. The originality of the books was matched with the PDF ones that are in the Services Section, MEB. Activities and assessments sections, which were decided to be evaluated in student workbooks, were determined according to learning and sub-learning outcomes, and in these sections which acquisitions to be studied was pointed out and outcome-activity and the table of evaluation were formed. Based on skill-outcome table examples of activities and evaluations which are on the activity and evaluation table were analyzed. In this process, studies which are in the section of activity-evaluation corresponding to the skill were primarily pointed out. Skills corresponding to activities were omitted from the activity and evaluation table and they were tabled pointing the sub-skills. Findings as a result of the analysis were presented by charting according to learning and sub-learning fields. Every single chart was explained and interpreted. By using the data which are in the outcome-activity and evaluation charts and previously prepared in the process of analysis, the explanations of the charts were supported with direct quotations. As a result of the research, the subjects of natural numbers, geometry, measurement and data learning fields, sub-learning fields which are in the education program of 2nd grades were examined at the level of acquisition and these results were reached taking all learning fields into considerations: 1.Regarding the problem solving skills; it was made out that two sub-skills were placed, one of them is problem founding using mathematical and daily life situations and the other one is being able to use different problem solving strategies to solve different problems. However it was made out that these three sub-skills were not placed: using problem solving to study and understand mathematical terms, checking and interpreting the solutions whether they are convenient to the problem or they are reasonable, developing positive attitude and self-confidence to use mathematics purposefully. 2.Regarding the communication skills, it was made out that one skill was placed; stating mathematical notions using concrete models, pictures, shapes, graphics, tables, etc. And also it was made out that three skills were not placed: clearly expressing ideas about mathematics and problems both orally and in written form; associating it with daily mathematical language and symbols; realizing the importance of speaking, writing, discussing and reading about mathematics. 3.Regarding the reasoning skill; it was made out that four sub-skills were placed: deducing reasonably; using mathematical models, rules and relations while expressing his own ideas; analyzing mathematical patterns and relations; guessing. Also it was made out that three sub-skills were not placed: defensing the ways of problem solving and results; using patterns and relations to analyze a mathematical case; believing that mathematics is a reasonable and meaningful field. 4.It was made out that four sub-skills were placed regarding the communication skill. According to these results, it can be suggested that skills suitable for outcomes which are in the education program should be studied in the activity and evaluation sections while preparing the course books for next years. Moreover, this study can be applied to different courses and grades. Key words: Primary Education 2nd Class, Prımary Educatıon Mathematıcs Programs, Basıc Skılls,Students Workbooks