As a virus which affected the world in general, the covid-19 pandemic has also created negative results on education. In this study, it was aimed to examine the opinions of elementary school students in Covid-19 pandemic process on mathematics course. The participants of the study were fifth grade elementary school students enrolled at elementary schools affiliated with the Ministry of National Education and Culture in Northern Cyprus. This study is a descriptive research and survey method was used in the study. As data collection tool, the questionnaire form developed by the researchers in this study was used. As a result, it was seen with this research that most of the students did not take private lessons during the pandemic period, and there was a decrease in the rate of attending private lessons or courses due to the pandemic compared to previous years. It was understood that a significant part of the students had difficulty in understanding the mathematics class during the pandemic period, but most of them enjoyed studying mathematics. While the students stated that the classes, materials and homework given to them in the mathematics class were not sufficient, many students stated that the mathematics teachers motivated them and they turned to help in case of difficulties in the mathematics course. It was seen with this research that the fact that the classes, materials and homework given to the students during the pandemic period were not effective in taking private lessons. As a result of the research, it was seen that the motivation of the teacher was not an important factor in students' efforts to understand mathematics. In addition to this result, the motivation of the mathematics teacher to learn the class during the pandemic period did not affect the students' private lessons. In addition, it was revealed that the teachers' motivation for the students does not mean that the students will make more effort to understand the class, and that this is not a reason for students to take private lessons.

Öğrencilerin öğrenme stil ve stratejilerini bilmesi, öğrenme güçlüklerini yenme ve bağımsız öğrenme becerilerini desteklemesi açısından önemlidir. Çünkü kendi öğrenme stilinin farkında olan öğrenci öğrenmek için neye ihtiyacı olduğunu, öğrenmek için nasıl bir yol izlemesi gerektiğini bilir. Birey kendi öğrenme stilini bildiğinde daha kolay ve çabuk öğrenebilir; karşılaştığı problemlerde daha hızlı çözüm üretebilir; kendine güven duygusu artar, kaygı düzeyi azalır; derslere ve okula karşı olumlu tutum geliştirebilir. Bu çalışmada öğrenmeyi öğrenme sürecinde önemli olan öğrenme stilleri modellerinin incelenmesi amaçlanmıştır. Bu kapsamda çalışmada Kolb'un yaşantısal öğrenme stili modeli, Mccarthy öğrenme stili modeli, Carl Jung'un psikolojik tipler kuramı, Myers-Briggs öğrenme stili modeli, Gregorc'un öğrenme stili modeli, Honey ve Mumford'un öğrenme stili modeli ve görsel, işitsel, kinestetik/devinimsel öğrenme stilleri incelenmiştir. Çalışmada nitel araştırma yöntemlerinden, doküman incelemesi yöntemi kullanılmıştır. Veriler toplanırken, öğrenme stilleri ile ilgili kitap, dergi, makale, köşe yazısı, resmi belge ve rapor gibi basılı ve internet kaynaklarından yararlanılmıştır. Elde edilen veriler temalar halinde sunulan başlıklar altında raporlanmıştır.