Reflections of mathematics teaching through art on the cognitive and affective characteristics of primary school third grade students related to the mathematics lesson

The purpose of this research; to reveal the reflections of Teaching Mathematics Through Art (ATMT) on the cognitive and affective characteristics of third grade primary school students regarding the mathematics course. Mixed research method was used in the study. The research was conducted with 47 third grade students studying in a primary school in Yozgat, in the second semester of the 2022-2023 academic year. As data collection tools, mathematics anxiety scale, mathematics attitude scale, academic achievement test for mathematics course, semi-structured interview form, observation notes and student products were used. Scales and achievement test were applied to the students in the experimental and control groups as pre-test and post-test. Lessons were conducted by taking into account the Teaching Mathematics Through Art program for the experimental group students, and the current Mathematics Lesson Curriculum for the control group students. As a result of the research; It has been concluded that teaching mathematics through art is more effective in reducing students' mathematics anxiety and increasing their academic achievement in mathematics than current curriculum practices. It was concluded that there was no difference in favor of the experimental group in terms of mathematics attitude. It was concluded that the process of learning mathematics through art was reflected in the learning process under three themes: "cognitive dimension", "affective dimension" and "artistic dimension".