Özet:

This study aimed to examine how elementary mathematics teachers establish mathematical connections in the teaching process in order to investigate in-class reflections of their views on the types of mathematical connections. A case study design using a qualitative paradigm was adopted for the study, which was conducted with six elementary mathematics teachers working in different public schools. Teachers were told that they were free as to the subject, content, or method of instruction, and it was emphasized that they could conduct their classes normally. Data collected through semi-structured interviews and classroom observations were analyzed using descriptive and content analysis techniques. Findings revealed that all of the teachers expressed their views on how to connect mathematics within itself and with real-life in their teaching, while only three teachers mentioned how to make connections between different representations. On the other hand, while in-class reflections of connecting mathematics within itself were observed in the lessons of all teachers, connections with other disciplines were used by only two teachers in the lessons. In addition, although it was mentioned in the interviews, in-class reflections on the types of connecting mathematics with other disciplines, connecting mathematics with real-life, and connecting mathematics with different representations were not seen in the lessons of four teachers, while it was seen that the type of connecting mathematics with different representations was used by three teachers in their lessons, although it was not mentioned in these interviews. Practical suggestions for pedagogy and future research were also identified.

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