Teacher and student opinions related to student project tasks in secondary education mathematics curriculum

The main aim of the research is to examine the applicability of project task activities in secondary school mathematics curriculum. Qualitative and quantitative data collection techniques were applied simultaneously, therefore a mixed method was conducted. In line with this aim, 8 mathematics teachers who work in 6 different secondary schools in Duzce province were interviewed. Also a survey was conducted with 356 students who have been assigned with at least one mathematics project task during their secondary education. In this way, teacher and student opinions were obtained. In the quantitative part of the research, statistical packaged softwares were used in the analysis of the obtained data. T-test and one way analysis of variance were conducted in order to examine the probable changes in final mathematics grades of the students in terms of the variables of gender, classroom, study room, support type and educational background of the parents. Besides, Chi-Square Tests were applied to determine whether there was a meaningful relationship among the students' responses in the surveys in terms of gender, final grade and mathematical support variables. In the qualitative part of the research, descriptive analysis method was used to explain collected data in data analysis. In the research, it was observed that the students who have higher final grades in mathematics course demonstrated meaningfully more attendance to the following item: "Project tasks related to mathematics help me understand the importance of mathematics." The students who received support in mathematics course attended more to the following item: "My willingness to complete the assignments increase when the project tasks are related to real life." It was concluded that teachers does not consider the explanation of project tasks are adequate and that they regard project tasks as grading tools to the students. Educational activities that motivate teachers to bring in conscious and positive behaviours related to project tasks are necessary. Therefore, educational researchers need to focus on this issue deliberately. Current themes that improve students' skills and that can be associated with the real life should be used. Project tasks should arouse curiosity in students and should direct them to research. With the use of project tasks, teachers should create new disciplines in students at application level and contribute to their academic success. Key Words: Teaching mathematics, measurement and assessment, project tasks