Mathematics success according to primary school teachers working in rural

The research, which aims to examine the factors affecting the mathematics course success of the students studying in rural primary schools by the classroom teachers, was investigated with the phenomenology method pattern, which is one of the qualitative research designs. Research was conducted using a structured interview forms structured interview with 35 classroom teachers working in rural schools in the Ahlat district of Bitlis province in the 2020-2021 academic year. The obtained data were analyzed through content analysis. As a result of the analysis, themes, categories and codes were created. It has been divided into 6 different categories that affect the success in the mathematics course; mathematics curriculum, teaching environments, teachers, parents, students, and distance education. It has been concluded that for the mathematics curriculum category; the achievements are above the readiness level of the students, and they should be simplified; for the category of teaching environments, materials are required to available in classrooms and schools, what is explained in the lessons cannot be embodied and remains abstract; in the category of teachers, the education received by the teacher and teachers' attitudes towards the lesson affect the mathematics achievement of the student; in the parent category; the parents do not show enough interest in the students and their communication with the school and the teacher is not sufficient, in the student category; students' liking for the lesson and the teacher increase the success of the lesson, and students who actively participate in the lessons are more successful, in the distance education category; due to the lack of internet infrastructure in rural areas and the limited technological tools that students can connect to the course, it has been concluded that the participation in the courses was low and the courses were not efficient. Based on the results, the following recommendations were offered; Mathematics curriculum can be simplified, material support can be provided to schools, counseling can be offered for parents, computer, tablet and internet support can be provided for students, learning deficiencies can be detected and deficiencies can be eliminated with various educational programs.