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Journals / Sınırsız Eğitim ve Araştırma Dergisi / 2026 / Cilt: 11 Sayı: 1

An Investigation of Primary School Teachers’ Experiences in Teaching Division

Özlem Doğan Temur(KÜTAHYA DUMLUPINAR ÜNİVERSİTESİ)0000-0002-4968-8534
Hülya Coşkun(KÜTAHYA DUMLUPINAR ÜNİVERSİTESİ)0000-0003-2053-8898
Abdullah Yavuz Yeşil(KÜTAHYA DUMLUPINAR ÜNİVERSİTESİ)0000-0001-6857-4359
Pages
119–141
Publication Date
2026-03-15
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that only a limited number of teachers used problem statements and real-life connections in the teaching of division.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Primary school mathematics education places significant emphasis on the teaching of arithmetic operations.
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Key Findings & Data:The study group consisted of 20 experienced classroom teachers working in the provinces of Afyonkarahisar and Kütahya.
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Conclusion & Impact:The findings indicate that only a limited number of teachers used problem statements and real-life connections in the teaching of division.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Primary school teacher · Mathematics education · Division

Abstract

Primary school mathematics education places significant emphasis on the teaching of arithmetic operations. Among these, the instruction of division has a structure that requires careful and sensitive handling by classroom teachers. The aim of this study is to examine classroom teachers’ experiences regarding the teaching of division. The research was designed using a qualitative approach and employed a phenomenological research method. The study group consisted of 20 experienced classroom teachers working in the provinces of Afyonkarahisar and Kütahya. Criterion sampling and convenience sampling methods were used. Data were collected through a semi-structured interview form consisting of six questions developed by the researchers. Thematic analysis was employed in the data analysis process. The findings indicate that only a limited number of teachers used problem statements and real-life connections in the teaching of division. Although teachers considered the use of models necessary for teaching division, they experienced difficulties in establishing meaningful instructional connections through these models. Furthermore, analysis of teachers’ instructional processes and problem constructions related to remainders revealed a predominantly one-dimensional and non-relational structure.

Özet

Primary school mathematics education places significant emphasis on the teaching of arithmetic operations. Among these, the instruction of division has a structure that requires careful and sensitive handling by classroom teachers. The aim of this study is to examine classroom teachers’ experiences regarding the teaching of division. The research was designed using a qualitative approach and employed a phenomenological research method. The study group consisted of 20 experienced classroom teachers working in the provinces of Afyonkarahisar and Kütahya. Criterion sampling and convenience sampling methods were used. Data were collected through a semi-structured interview form consisting of six questions developed by the researchers. Thematic analysis was employed in the data analysis process. The findings indicate that only a limited number of teachers used problem statements and real-life connections in the teaching of division. Although teachers considered the use of models necessary for teaching division, they experienced difficulties in establishing meaningful instructional connections through these models. Furthermore, analysis of teachers’ instructional processes and problem constructions related to remainders revealed a predominantly one-dimensional and non-relational structure.

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Cite This Article

Temur, Ö. D., Coşkun, H., Yeşil, A. Y. (2026). An Investigation of Primary School Teachers’ Experiences in Teaching Division. Sınırsız Eğitim ve Araştırma Dergisi, Cilt: 11 Sayı: 1, 119–141. https://doi.org/10.29250/sead.1844976

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