Abstract:

The 4+4+4 education system has brought many innovations into the compulsory training process. The obligatory education of eight years will be extended to 12 years. Students who are also waiting to complete their 5 years under the guidance of their class teachers in primary school until the previous school year with the second 4 have found themselves from this year in the "medium school" of compulsory education in 5th class and in a different school. The teachers are now entering their classes. The aim of this study is to identify the thoughts of primary mathematics teachers who enter 5th-class mathematics courses for the first time along with the 4+4+4 system, and to study whether there is a relationship between the relevant opinions of teachers and gender and professional experience. The special case study method consists of the participants of the research, 45 mathematics teachers who serve as 5th-class mathematics teachers in the state high schools in the center of Kastamonu province. The data obtained in the framework of the research was studied according to the content analysis method. According to the research, the majority of the mathematical teachers who participated in the study found themselves successful in descending to the level of 5th grade students, and they thought that the class teachers should enter mathematics classes in 5th grade, it can be said that men teachers were more difficult to provide class domination than women. The teachers 5. They pointed out that the classes were more intimate than the other classes, that the students showed childhood behavior, that they were more aware of their tasks, and that the students were challenged in many matters related to themes.

Keywords: