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It is clear that using visualization at mathematics education might affect students in both cognitive and affective domains positively. Thus, employing visualization at mathematics education from elementary level on will add a new dimension to mathematics education. Visualization emerges as a helpful approach at attracting the student’s attention, motivating the student, making learning meaningful by reifying it, getting the students organize their own knowledge, and associating tangible and intangible expressions of concepts. Therefore, the purpose of this study is to resolve the difficulties experienced by 4th grade elementary students in mathematics class regarding the number operations. The research conducted in an elementary school which is located in downtown Mugla, and under management of Mugla Provincial Directorate of National Education in spring semester of 2011-2012 school year. 4th grade students were participated in the study. The study designed as an action research which is one of the qualitative research models. An achievement test consisting of 20 multiple choice items has been used. As a result of the study, it has been observed that existing calculation errors of the students regarding the number operations has decreased at the final evaluation, and achievement of the students in terms of division and multiplication has increased.

Mathematics, the number operations, the cage method, multiplication, easy multiplication, modeling

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