Detection of methods used in primary school mathematics lessons: Examination of graduate theses (2013-2023)

This study aims to identify the teaching methods used in primary school mathematics classes through graduate theses conducted in Turkey between 2013 and 2023. The research examines graduate theses related to the teaching methods used in mathematics education in primary schools using the document analysis technique, a qualitative research method. The research model is based on document analysis within qualitative research. The data for the study consists of theses selected from the National Thesis Center databases by searching with the keywords "primary school," "mathematics," and "method." As a result of the screening, a total of 67 theses were analyzed, including 55 master's theses and 12 doctoral theses published between 2013 and 2023. During the data collection process, research problems were determined, and relevant literature was reviewed to identify appropriate methods according to established criteria, and the necessary documents for analysis were selected. The obtained data were analyzed using descriptive analysis methods. With this method, the data were systematically and clearly described, explained, interpreted, and examined through cause-and-effect relationships to reach conclusions. According to the research findings, the most commonly used teaching methods in graduate theses conducted in the last decade in primary school mathematics classes are game-based teaching and drama. It has been determined that these methods, particularly game and drama-based approaches, are effective in enhancing student success. In most studies, quasi-experimental designs and achievement tests were the most frequently used data collection tools. A significant portion of the examined research focused on numbers and operations, while less research was conducted on other topics. The findings of the study indicate that various teaching methods used in primary school mathematics education are effective in improving student success and problem-solving skills. It emphasizes that student-centered approaches and methods that encourage active participation enhance student success, and teachers should diversify their methods according to student needs. It has been stated that methods such as Realistic Mathematics Education, Problem-Based Learning, and Blended Learning are particularly effective. It is suggested that digital tools should be used more frequently in mathematics classes and that teachers should be supported through in-service training in this regard. Furthermore, it is recommended that more research be conducted to contribute to the curricula in future studies.