Examination of class teachers' opinions on primary school mathematics lesson books

In this study, it is aimed to determine the situation about mathematics textbooks by taking the opinions of the classroom teachers about the primary school mathematics textbooks and to make suggestions by obtaining the findings that can help the experts in this field. The sample of the research consists of 82 primary school classroom teachers working in a province of the Eastern Anatolia Region. The research is in descriptive scanning design. In order to collect the data, the Teachers' Opinions Questionnaire on Primary School Fourth Grade Mathematics Textbooks created by Çakır (2006) was used. For the application of the questionnaire, the questionnaire form was transferred to the Google form and the link extension created from here was shared in the WhatsApp and Telegram groups created for schools by the district national education directors, and the data was obtained by sending the questionnaire to the teachers. The reliability (cronbach alpha) value of the research questionnaire was calculated as 0.975 by Çakır (2006). Some items in the questionnaire were removed because they were not relevant to the research, and the reliability levels of the items in the final version of the questionnaire were re-examined and found to be 0.99. In line with the purpose of the research, t test and anova test were conducted to determine whether there is a significant difference between the frequency, percentage and arithmetic mean values of the teachers participating in the application about the mathematics textbook, which is the subject of the research, and the sub-dimensions of the teacher opinions about the textbook. As a result of the research, when the general arithmetic averages of the answers given by the teachers who participated in the survey were examined, it was seen that they thought negatively about the formal features of the books and the dimensions of practice and evaluation, but they reported positive opinions about the dimensions of content, visual features and auxiliary materials. At the same time, teachers' views on the sub-dimensions of the teacher's opinions about the mathematics textbook were examined in terms of various variables. It was found that there was no significant difference according to gender variable, seniority year variable, grade level taught, and educational status variable. In the variable of years of seniority, it was seen that the average scores given to the sub-dimensions of practice and evaluation and visual features of teachers who are 0-5 years, 21 and above are higher than the mean scores given to the sub-dimensions of practice and evaluation and visual features of teachers with a seniority year of 11-15 years.