Özet:

The purpose of this study is to study the problems related to the processes of matching and dividing with the natural numbers included in the primary school 2, 3 and 4 class math class lessons according to the number of steps, type of response, context and characteristics of cognitive requirements. In the framework of the study adopted by the Qualitative Research Approach, a total of four curricula books, including one in two, 2 and 4 classes, were addressed with the visual analysis technique in 3 classes. According to the findings obtained in the curriculum, the problems presented in a single processed, numerical or verbal form, which requires only numerical responses in the processing and division processes, and aimed at measuring the processing knowledge skills, are more proportionally included. Higher level of cognitive thinking skills require mathematical judgment and problem-making type problems are determined to remain at low levels at all class levels. However, it has been found that the problems involved in the division process according to the collapse process, in general, show a more balanced distribution compared to the specified characteristics. The study results provide some clues about the design, writing and evaluation processes of primary school math courses.

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