Özet:

One of the important skills that mathematics education brings to students is reasoning skills, and reasoning skills are mostly used in pattern activities. Explanations and applications are limited in the activities included in the curriculum or in the textbook for the teaching of the pattern types in the mathematics textbooks. In this study, the types of patterns in primary school mathematics textbooks and the teaching processes of these types were examined in line with the views of the primary school teachers. The research was designed with a case study, one of the qualitative research approaches. The opinions of the primary school teachers were collected through a semi-structured interview form developed by the researchers, and the pattern types examination form was used to determine the pattern types in the mathematics textbooks. Descriptive and content analysis was performed on the obtained data. As a result of the research, it was determined that the number of pattern types in the mathematics textbooks decreased as the grade level progressed and their relationship with daily life was not established. Primary school teachers prefer to embody more materials and objects in pattern teaching because it is an abstract subject, and they state that their students are more successful in concrete figure patterns. In addition, primary school teachers stated that using drama, making connections between lessons and using animations could be used to make pattern teaching more effective

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