IntroductionIn mathematics teaching, it is aimed to surround people withbasic mathematics knowledge and skills which ones need throughoutone’s life and to ensure them to have a way of thinking which handlesthe events around oneself with the problem-solving approach. Variousteaching methods can be used in mathematics teaching in which theabstract operations are made. Teachers are supposed to make aselection in consideration of the students’ conditions when using theteaching methods. Just in this way, the success can be achieved. Inprimary schools, the primary school teachers attend the class asmathematics teachers. Foundations of mathematics are founded in theterm of primary school. For this reason, it is important how the primaryschool teachers give education in mathematics lesson.Purpose of the StudyThe purpose of this study is to determine the primary schoolteachers’ opinions about the mathematics lesson teaching methods. Inaccordance with this main purpose, it is looked for answers to thesequestions:1- What are the mathematics teaching methods which theprimary school teachers use?2- What are the reasons of preference of the mathematicsteaching methods which the primary school teachers use?3- Which are the mathematics teaching methods that theprimary school teachers know but cannot use in the lesson?4- What are the reasons of inability of the mathematicsteaching methods which primary school teachers know but cannot usein the lesson?Theoretical Framework“Mathematics, which is a system in itself, consists of the structureand relations and it is an abstract concept including the consecutiveabstractions which these structures and relations form and thegeneralization processes” (Alakoc, 2003: 43). At first, it can beconsidered as an incomprehensible lesson by the students and manyother people because of the abstract concepts in it. Teachers have themost important part to remove this perception which can be formed inindividuals.“Main purpose of the teacher is to make the students realize theimportance and difference of mathematical thinking, the framework of the thinking structure and products in order to be able to think critical”(Ersoy, 2002: 59). To provide this, the teacher should improve thelearning-teaching process and apply the various techniques in lessons.“In today’s world, the mankind has developed different strategiesand learning types in order to make the learning permanent and tomake it stable in minds. It has been worked on the various teachingmethods in the field of mathematics related to this subject as well, justlike in the field of the other science branches and has begun differentquests to make mathematics learning easier” (Polat, 2013: 16).TechniqueThis study is a survey model research that is designed foridentification of the opinions about the teaching methods which theprimary school teachers use in mathematics lesson. In collection ofdata, the interview technique has been used. In this study, due to thefact that the information which the interviewers would like to give aboutthe topic is not restricted, semi-structured interview technique has beenpreferred.The participants are the primary school teachers who work instate schools in Adana, in 2013-2014 school years. In selection of theparticipants, maximum variety has been looked for. For this reason, inthe determination of the participants, gender, seniority, and the branchvariance has been taken into account. 22 primary school teachers haveparticipated in the study as volunteers. 13 of these teachers have beenfemale; 9 of them have been male; 16 of them have graduated fromprimary school teaching department and 6 of them has graduated fromthe other departments; 2 of them have 1-5 years seniority, 8 of themhave 6-10 years, 3 of them have 11-15 years, 7 of them have 16-20years and 2 of them have 20 years and over seniority.For this study, semi-structured interview form has been preparedby the researchers. While forming the questions in the interview forms,it has been made use of the questions which Taskaya and Bal (2009)and Taskaya and Surmeli (2014) have used in the studies with theprimary school teachers. For validation of the research questions, prepracticehas been made to 10 primary school teachers. In the analysisof data which has been collected with the help of open-ended questionshas been used the descriptive analysis.Findings and DebatePrimary school teachers have determined averagely ‘3,3’ methodnames as the method numbers which they use in mathematicsteaching. When considering that the importance given to the knowledgeand knowing has increased every passing day, it can be said that thisnumber is quite a little, because the mathematics lesson is a lessonwhich has a feature of the use of different teaching methods.When examined the results of the study, it has been seen that theprimary school teachers would prefer question-answer, expression andproblem solving teaching methods in mathematics lessons the mostfrequently.When examined the studies about the methods which primaryschool teachers use in the other lessons, it has been seen that the methods like explanation, question-answer, argumentation and dramaare the main methods. According to the results of study, computerassisted learning is the first method as one of the mathematics teachingmethods which teachers know but cannot use in lesson because of thevarious reasons.Conclusion and SuggestionsWhen evaluating the results of this study and the other similarstudies together, it has been seen that the choice of the teachingmethod affects the education activities considerably. Despite the factthat the new education programs are learner-centered, it is the otherimportant result that the teachers do not use or cannot use, because ofvarious reasons, the techniques making student