The evaluation of the success achieved by applying a lesson package designed according to the constructivist approach with the success test developed

The main purpose of this research is to examine with an achievement test the effect of the constructivism theory on the success levels of the II. Grade mathematics students in the Primary education, and thus to display the employability of this theory within the mathematics education. In the research also the genders, socio-economic levels of the students, and the education levels of their mothers and fathers have been examined in relation to their success and the views of those mathematics teachers working in the primary school and having a graduate study, the views of the teachers without a graduate education and the views of the teacher candidates have been obtained regarding the constructivism theory. In the second term of 2005-2006 education years, the research group has been composed of 34 seventh grade students who continue their education in a primary school which is located in the Izmir city center. Within the research, pre-test and post-test control group pattern has been used. The research is conducted on the experiment and control group. The empirical study of the research has been carried out in the Sets unit within the 6th grade Program of the Primary education. The practice process continued approximately for 2 months. Within this process, lessons have been conducted with the experiment group in accordance with the constructivism theory, and as for the control group lessons have been conducted in accordance with the traditional education methods. Within the research the following were used as an instrument of data collection; a) Fraction Achievement Test b) Interview Form T-test? and ?Anova? have been used in the analysis of the quantitative data of the research, and ?frequency? and ?percentage? have been used in the analysis of the qualitative data. As a result of the research, it is seen that the constructivism theory in the mathematics education has become effective in increasing the successes of the students. It is also proved that the genders, socio-economic levels of the students participating in the research, and the education levels of their mothers and fathers have not significantly affected the success levels of the students. The following results have been obtained in accordance with the views of those mathematics teachers working in the primary school and having a graduate study, the views of the teachers without a graduate education and the views of the teacher candidates; The constructivism theory improves the student success and the student develops a positive approach towards the lesson. The Mathematics lesson can be performed in concordance with the constructivism approach. When lessons are conducted in accordance with the constructivism theory, active learning methods and techniques can be mostly utilized. According to the constructivism theory, the teacher must utilize the technology. The teacher must act as a guide. The constructivism class environment affects the student motivation. According to the constructivism theory, there is a process assessment within the measurement and assessment and teacher can most utilize portfolios (product files). This theory prevents the students from memorizing and enables them to acquire permanent knowledge. However, in addition to all these positive aspects, people experience time problems and teachers hold very little information on this theory.