Examining the types of reasoning of different types of problems about measuring lengths of 4th grade student in primary school

This research was conducted to determine the types of reasoning that 4th grade students at primary schools need to use in different types of measuring length problems.The research was carried out in the 2018-2019 academic year with the participation of two 4th grade teachers who volunteered to participate in the research from two different primary schools located in Sorgun district of Yozgat province and 50 students in their classes. Since the research is a nested multiple case study with case study pattern, which is included in the qualitative research method, the collection and analysis of the data are divided into certain parts. These students were asked to explain the applied problems aloud, by asking "how they solved them". In the Reasoning Test of these selected students, it was determined what type of reasoning they used in which question. Interviews were conducted with teachers on problem types, reasoning and reasoning types. Course observations were made during the week in which the subject of measuring lengths was lectured in both classes. The data obtained from the Reasoning Test showed which types of reasoning students used according to their problem types. The data obtained from the interviews were analyzed according to the qualitative descriptive analysis method. According to the results obtained from the research, it was observed that the participant classroom teachers mostly use curriculum dependent and routine problems in their lessons and avoide problems requiring high level reasoning. In addition, it was thought by both teachers that the duration of the lessons is not enough for lectures and different problem solutions. Considering this situation, it was observed that teachers do not include different problems in their lessons due to various reasons (differences between student levels, duration-time problem etc.). However, in order for students to be successful in solving different types of problems, they must encounter similar problem situations in the classroom. In this context, research results support studies that reach the conclusion that teachers use curriculum dependent and routine problems as problem content in different grade levels. In addition, it was observed that daily life problems, non-routine and curriculum independent problems are not used in lessons. This reveals the importance of including different types of problems in textbooks. Key Words: Reasoning, Reasoning Type, Problem Solving, Problem Types, Measuring Lengths