Determining the problems in reaching the learning outcomes related to reading comprehension skills in the primary school mathematics curriculum

In the study, it was aimed to determine the learning attainments related to reading comprehension having trouble in reaching within the primary school second, third and fourth grade mathematics curriculum, and to examine the problems experienced in the process and the solution suggestions regarding the process in line with teachers' views. Explanatory mixed design, one of the mixed method designs, was used in the study. The sample of the study consisted of 167 primary school teachers working in the primary schools affiliated to the Ministry of National Education in the Tavsanli district of Kütahya province in 2020-2021 education year. For the qualitative data, the participants comprised of 15 primary school teachers determined by the maximum variation sampling method from this sample. Through data collection, the questionnaires determining the level of reaching the learning attainments and semi-structured interview forms prepared for second, third and fourth grade teachers were used. Within the analysis of quantitative data, frequency and percentage calculations out of descriptive statistical techniques were conducted. On the other hand, for the analysis of qualitative data, inductive content analysis approach was used. Based on the quantitative findings of the study, it was revealed that 20% of the reading comprehension attainments in second grade mathematics curriculum, 30% of the third grade attainments and 50.87% of the fourth grade attainments were fully achieved. It was detected that the majority of the attainments, which were difficult to reach, were within "numbers and operations" and "measurement" learning areas. In this context, it was concluded that the attainments not fully achieved mostly required addition, substraction, multiplication and division operations with natural numbers and included length and liquid measurement. In line with the qualitative findings of the study, it was determined that the inadequacy of cognitive skills such as reading comprehension and problem solving; affective characteristics such as insufficient reading habits and motivation, tendency to memorize, anxiety and negative attitudes towards mathematics were the student based factors making it difficult to reach the learning attainments related to reading comprehension. Besides, it was concluded that teaching practices not caring for individual differences, attainment statements not appropriate for student's level, clear and comprehensible, an abstract content structure hindering to relate to real life, teaching environment including insufficient resources, materials and parent involvement make it difficult to reach the attainments. With respect to the suggestions for the solutions of problems; it was inferred that there is a need for the development of cognitive skills supporting reading comprehension, teaching practices that support and evaluate skill acquisition, explanatory and guiding curriculum structure and supportive teaching environment. Keywords: Reading comprehension skill, Mathematics curriculum, Learning attainment, Primary school teacher