The aim of this study is to determine whether there is a significant relationship between various variables and Mathematics motivations of primary school 2nd, 3rd and 4th grade students in the Patnos district scale of Ağrı province. Accordingly, the gender status of the students, grade levels, parental education status, and whether they had pre-school education were determined as variables. It was tried to determine whether there was a significant relationship between these variables and students’ Mathematics motivations. The research was carried out in 5 village primary schools in Patnos district of Ağrı province in the fall semester of 2022-2023 academic year. An 18-item questionnaire was used to determine the relationship between students’ Mathematics motivations and the above-mentioned variables, and this questionnaire was applied to 209 students studying in the 2nd, 3rd and 4th grades. No significant difference was found between the mathematics motivation levels of the students participating in the study and their gender. It was found that the students who participated in the research and received pre-school education had higher levels of mathematics-identified extrinsic motivation than the students who did not; there is a significant difference between mother's education levels and mathematics-identified motivation levels; It has been determined that there is no significant difference between students' father education levels and their levels of mathematics intrinsic, mathematics identified extrinsic and mathematics extrinsic motivation. In line with these results; It has been suggested that studies can be carried out with students and parents in order to increase the level of mathematics motivation.

Primary school, education, motivation, mathematics, country.