Researching the readiness level of the 5th grade students who have been educated with constructivist approach in elementary school mathematics course

The purpose of this paper is to evaluate the readiness level of the 5th Grade students who have been educated with constructivist approach in elementary school mathematics course. Throughout this paper, it is also examined whether the students' mathematical readiness level make a meaningful difference in terms of the elementary school type. Education outputs are revealed by units and acquisition based analysis of students' pre-education deficits. The population of the research conducted with Descriptive Research Model is consist of 5th Grade students being educated in Konya, Turkey. 980 students from 10 different elementary schools in different central districts of Konya attended the research. Consequential data of the research is collected through a 20-question 5th Grade mathematical Cognitive Readiness Test. The validity and reliability of the test is acquired by a pilot study applied over 217 students. Results of the study show that %24 of the students evaluated are adequate and satisfactory in the terms of mathematical readiness, whereas %37 are not. The unit and acquisition based analysis shows that readiness levels differ contextually. The majority of the students have insufficient knowledge in fractions and geometrical objects. Independent sample T-Tests indicate that there is no connection between the students' readiness level and the type of school they attended to. Keywords: Constructivist approach, primary school, mathematics program,elementary school