The level of students' readiness in high school mathematics subjects who started the program of primary school mathematics teaching

Ill ABSTRACT In this study; the student's readiness in high school 1, high school 2 and high school 3 mathematics subjects who have started the mathematics Education Program, Primary Education in Education Faculty have been studied. The sample has been selected of 40 students from Gazi University, Gazi Education faculty, primary Education Mathematics Education, Gazi University, Katamonu Education faculty, primary Education Mathematics Education, Atatürk University, Kazım Karabekir Education faculty, primary Education Mathematics Education and Atatürk University, Erzincan Education faculty, primary Education Mathematics Education. In the first course open ended questions on groups. functions, trigonometry, logaritma, progression, series were given in the 2003-2004 progression year. The performance that the students showed to each question was evalvated as; Empty, Completely wrong, Partly Right but not Enough for the Resuld, The Method is Correct but has Prucedural Errors and Completely Correct. For empty "0" point, Completely wrong "1" point, Partly Right "2" points, The Method is correct but has procedural Errors "3" points and Completly Correct "4" points were given for the from 1, from 2 and from 3 subjects and their points were identified. The points the students have gained were grouped according to; the lycee they graduated, their sexes, their preference of primary education Mathematics Education Program in the University exam and the faculty they have started to study. If there was a meaning ful difference or not in the groups, it was tested in the level of 0,05, These findings have been gained in the data analysis. The student's performance in high school 1 mathematics subjects who have started in the primary the level of "good", in high school2 and high sehooB mathematics subjects was in the le\ei o! "low" and this showed that they didn't know any thing in the high school 2 an highİV sschool 3 subjects. Student's conceptual errors in high school 1 mathematics subjects have been identified. Meaning ful difference have been identified in the student's readiness level who have started the primary Education, Mathematics Education Program and the lycee they have graduated. The General and super Lycee graduates were identified as the most success ful ant the anatolian Lycee graduates the most unsuccessful. Meaningful difference was identified according to the student's readinnes and sex; female students readiness levels were higher than the male students. Meaningful difference wasn't seen in the student's readiness and their preference of primary Education, Mathematics Education Programs and the faculty they have started studying.