Özet:

Bu çalışma, Uluslararası Öğretmen Eğitiminde Yeni Yönelimler konferansında bildiri olarak sunulmuştur. ** Arş. Gör. Dr., Adıyaman Üniversitesi, e-posta: [email protected] *** Öğr. Gör., Erzincan Üniversitesi, e-posta: [email protected] **** Yrd. Doç. Dr., Bartın Üniversitesi, e-posta: [email protected] ***** Arş. Gör., Amasya Üniversitesi, e-posta: [email protected]***** Doç. Dr., Atatürk Üniversitesi, e-posta: [email protected] aim of this study is to examine middle school mathematics teachers’ opinions regarding difficulties in teaching whole numbers and to suggest solutions. The study was carried out with 38 middle school mathematics teachers working in different middle schools in city center of Adıyaman. As data collection tool, a form consisting of two open-ended questions which elicit difficulties in teaching whole numbers was used. The content analysis technique was used in order to analyze the data. As a result of the analysis, it was determined that students had difficulties in making sense of the minus sign (-), in the subtraction and ordering of whole numbers, in understanding counters and in relating whole numbers with daily life; also, teachers had difficulties in teaching what whole numbers mean and the subtraction of whole numbers and in using counters. Since students are still in the period of concrete operations during middle school, suitable concrete models can be used in teaching the subject ‘whole numbers’ and be associated with examples from daily life. Also, it can be said that counters should not be preferred especially in teaching multiplication and division of whole numbers

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