Determination of mathematics skill levels of primary school students according to their classes

The main purpose of of this study is to invest the relation between the level of math skills and the math difficulty which is a subtype of learning difficulty. The second aim of this study is to search for the profile of students who are under the median scale and who are above median scale at math knowledge scanning lists in terms of learning difficulty tests.For this purpose after giving math knowledge scanning list to 1151 students going to 1.st, 2. nd and 3 rd class of primary school, learning disorder asocciated Serial Digit Learning Test, Visual Aural Digit Span Test-B Form was apllied to students who got 1 point above and below the standart deviation. The teachers were answered to Learning Disorder Symptom Screening Scale in order to provide information about their students.The model of the study is a descriptif kind of scanning model. The study is participated with 1.st, 2. nd and 3 rd class of primary school students which have been reported to have no learning difficulty by their teachers and going to primary school at 2009-2010 education period. Among primary schools chosen by randomization, 1.st, 2. nd and 3 rd class of primary school students which are also randomized are selected and studied.In the study Math Knowledge Scanning List, Learning Disorder Symptom Screening Scale, Serial Digit Learning Test, Visual Aural Digit Span Test was used for learning disorder evaluation. The collected data is analysed by SPSS program. For the statistical process of the study variable t test, multivariable variant analysis, Manova and Pearson Correlation tecnics are used.As a result, a statistical significant relation is found between the Math Knowledge Scanning List scores of 1.st class students with high and low math success rates and Serial Digit Learning Test, Visual Aural Digit Span Test (Audio-Verbal, Visual-Verbal, Audio-Written, Visual-Verbal Subtests) variables (r: 0,80, r2: 0,65, p<0,01). The mentioned variables math success describes almost %65 of its overall variant. Also in 2. nd class a statistically significant relation is found between the Math Knowledge Scanning List scores and Serial Digit Learning Test, Visual Aural Digit Span Test (Audio-Verbal, Visual-Verbal, Audio-Written, Visual-Verbal Subtests) variables (r: 0,78, r2: 0,60, p<0,01). The mentioned variables math success describes almost %60 of its overall variant. In 3 rd class there is also a statistically significant relation between applied tests and Math Knowledge Scanning List scores (r: 0,79, r2: 0,63, p<0,01). The mentioned variables math success describes almost %63 of its overall variant.