Abstract
Teaching of addition, subtraction, multiplication and division in mathematics starts from the first years of primary school. The learning output for four operations (addition, subtraction, multiplication and division) affects student success at every level of mathematics education from primary to higher education. At this point errors, misunderstandings and possible misconceptions of students need to be identified, eliminated, and the forms of instruction that prevent its formation need to be investigated. This study aims to identify the errors primary school students make in four operations according to the views of class teachers. The study was designed in the qualitative research design and the semi-structured interview form prepared by the researchers was used in the study. The study group consisted of 48 class teachers. It has been found out that students make more errors in adding, subtracting and multiplying decimal digits, and using zero in division. In addition, classroom teachers stated that the mistakes made in four operations result mostly from student, teacher, program and the student's family and environment respectively. Teachers made course content, teacher, student and family oriented suggestions to eliminate the mistakes in four operations.
Highlights
In our daily life, the need to use and understand mathematics is gaining importance and is constantly increasing
This study aims to identify the errors primary school students make in four operations according to the views of class teachers
This section includes findings related to four themes based on research questions. These themes are the errors students make in the addition operation, in the subtraction operation, in the multiplication operation, in the division operation, the causes of the errors in four operations and teachers' solution offers to eliminate these errors determined according to the opinions of the class teachers
Summary
The need to use and understand mathematics is gaining importance and is constantly increasing. The concepts in mathematics follow a sequential and gradual sequence For this reason, it is absolutely necessary to know what the mathematical concepts are, and more precisely, what they will be used for. Otherwise, knowing only abstract definitions cannot make meaningful learning happen In order for this kind of learning to be possible, the relations of the mathematical concepts with the lower and upper concepts and their connections with each other must be revealed [5]. When the level of children's development is taken into consideration, direct perception of these concepts is quite difficult. For this reason, concepts related to mathematics have been dealt with by way of concrete and finite models of living. Importance is attached to the conceptual learning as well as the operation skills [4].The teaching of concepts has an important place in the curriculum and there are different achievements from pre-school to the last grade of primary school for these concepts [6]
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