Abstract

This research has been conducted in order to examine the teaching – learning levels by the activities applied in the classroom during the teaching process of the Geometry sub-learning fields as stated in the Elementary Mathematics (1-5 grades) Curriculum. Case study, which is one of the qualitative research methods, has been used in this research. The participants of the research include one classroom teacher and 12 students selected via random method out of 40 students from a state primary school. The implementation of the research was performed in the 2005–2006 education semester. Data were obtained through video recording, interview and written documents. It has been found out that very few concrete materials have been used during the activities in the classroom during the teaching – learning process. It has been also seen that the teacher used few and insufficient concrete materials in the activities within the class. The fact that the teacher did not use sufficient teaching and instructional materials affected the learning processes of the students in a negative way. It has been seen that the teacher did not let the students realize the activities during the application of them, and that the activities were realized as teacher centered. The fact that the students were given enough opportunity to discover by themselves and to learn by experiencing during the application of the activities have affected the learning negatively.

Key words: Geometry Sub-Learning Fields, Classroom Activities, Teaching – Learning Process