Objectives of the Primary Mathematics Education Program:

1. To train teachers with advanced theoretical and practical knowledge supported by textbooks containing innovative information in their field, application materials and information communication technologies.
2. To train teachers who can recognize the problems affecting mathematics learning-teaching practices on the basis of their advanced knowledge in their field, make decisions based on research and evidence to use in the solution process, and implement these decisions.
3. To train teachers who plan and carry out activities aimed at the development of their students, colleagues and themselves in the institution they work in, and who can take initiative for unforeseen problems.
4. To train teachers who constantly evaluate their knowledge and skills regarding the process of learning and teaching mathematics, who are open to improving their weaknesses, and who have a positive attitude towards lifelong learning.
5. Able to work effectively with students, families and colleagues in solving social and mathematics education-related problems; To train teachers who can express their thoughts and solution suggestions in different effective ways.
6. To train teachers who can act in accordance with social, scientific, cultural and moral values in the stages of acquiring, interpreting and applying all information regarding the process of learning and teaching mathematics.

Goals of the Primary Mathematics Education Program:

1. To train teachers who have mathematical knowledge and the ability to access this knowledge, which will enable their students to develop positive attitudes towards mathematics.
2. To train teachers who understand and apply mathematical problem solving processes and develop mathematical arguments.
3. To develop teachers who make connections between ideas in mathematics and other fields by using a variety of representations of mathematical ideas to communicate mathematical thinking and deepen their students' understanding.
4. Adopting technology as a necessary tool for mathematics; To train teachers who are competent in the design and use of tools, equipment and materials in their field.
5. To train teachers who can use inclusive practices to create a democratic and collaborative learning environment that promotes the positive socio-emotional development of their students.
6. Having high expectations for all its students; To train teachers who can implement well-structured lessons with measurable learning assessments and engage in reflective thinking on practice.
7. Have a scientific perspective regarding field and professional knowledge; improved social aspects, communication skills, environmental awareness; adopted national and human values; To train qualified, moral, self-sacrificing and self-confident teachers.

Primary Mathematics Education Program Outcomes

1. He/she has knowledge of mathematics related to his/her profession and can evaluate the accuracy, timeliness and importance of this information.
2. Has knowledge about mathematics teaching programs, can use teaching methods and techniques, measurement and evaluation approaches, and information and communication technologies while teaching mathematics.
3. He has knowledge and experience about his students' learning difficulties and possible misconceptions regarding mathematics, their needs, interests, abilities, learning characteristics, individual differences, development levels and sociocultural backgrounds.
4. Understands the importance of scientific research in the field of mathematics education and uses the results and suggestions of scientific research in appropriate ways while practicing his profession.
5. He/she has information about the general structure of the Turkish National Education system, the functioning of primary schools, and administrative and mathematics course-related duties at school.
6. Has sufficient knowledge of foreign languages to follow international sources related to his/her field.
7. It develops original plans for students' mathematics lessons, taking into account their skills, development levels, learning characteristics and individual differences, and implements its plans by creating multiple learning environments in and out of school.
8. In effective communication and cooperation with students, colleagues, administrators and experts, he/she uses information technologies, tools, materials and other resources by diversifying them in the mathematics teaching process.
9. It is aware of the fact that mathematics is a way of thinking and its applications in different fields, and contributes to the development of its students' self-confidence and attitudes towards mathematics.
10. Knows the historical development of mathematical concepts, the contribution of different cultures to this development, and the relationship of concepts with different disciplines and daily life, and transfers these relationships to learning environments that require high-level thinking skills.
11. It guides students in applying problem-solving strategies by using teaching methods and techniques in a creative and shared way to develop their cognitive process skills.
12. Understands the importance of various representations of mathematical ideas in mathematics teaching, develops and implements activities that will establish connections between ideas in mathematics and other fields.
13. It evaluates the impact of learning and teaching practices on students' mathematical knowledge, skills and attitudes, and identifies misconceptions and incomplete learning.
14. Knows and uses tools and methods for monitoring students' cognitive, affective, psychomotor and social development.
15. Collaborates with family, school, social institutions and organizations and takes responsibility in developing students' mathematical knowledge and skills.
16. It acts responsibly in raising students with national and moral values, with improved social skills, communication skills and environmental awareness, by cooperating with the family and society in making the school a center of science, culture and learning.