Primary school mathematics teachers' knowledge levels and opinions on imperfect reasoning in mathematics

This study was prepared to obtain the knowledge levels and opinions of primary school mathematics teachers about flawed reasoning. Firstly, by giving information on reasoning, defective reasoning was made more understandable and the relationship between defective reasoning and misconception was also explained. The qualitative research method was used in this study. For the research data, a semi-structured interview form was prepared by taking the opinions of 2 expert academicians. In the study, data were collected with 6 open-ended questions from 20 teachers, considering the length of service of primary school mathematics teachers, using a convenient or accessibility sampling method. In the data analysis, the teachers' answers were evaluated by the researcher and added using the content analysis technique. The findings were divided into subheadings: teachers' mathematical reasoning, flawed reasoning in mathematics, the relationship between flawed reasoning and misconceptions, whether or not defective reasoning is a psychological reflection, and pattern solutions cause/not cause defective reasoning. Within the framework of the findings obtained in the research, some recommendations were made regarding the effect of flawed reasoning in mathematics on students. Key Words: Mathematical Thinking, Mathematics Education, Mathematical Reasoning, Flawed Reasoning.