摘要：In today's education systems, the educational situations in which students are active become important. Various mathematics education theories can be used in such teaching environments. Whereas, when the concepts such as mathematics education theories and scientific process skills learned in education lessons are adapted to the application stage in another course area, we can see that teachers experience various difficulties. In this sense, this study aims to evaluate the mathematics education theories used in the design of a student-centered activity from the point of view of mathematics teachers, the benefits of these theories and their sharing about the criteria of activity design. Case study, one of the qualitative research methods, was used in the study. The study group consists of 7 (5 females, 2 males) mathematics teachers who have master's education in mathematics education program and are teachers in MEB. The working group has been determined with the purposeful sampling method within the scope of easy sampling. Content analysis technique was used to analyze the data obtained through semi-structured interviews and voice recording. The findings were gathered in three main categories within the scope of the interview questions. As a result of the analysis, it has been determined that mathematics teachers have theoretically similar and general knowledge about mathematics education theories and in the design of the activity, they pay attention to the features and suitability of the teaching environment rather than the necessary stages of the activities. Within the scope of the results, it is recommended to present the necessary opportunities by taking the opinions of teachers about the change and development required in the practice in line with the relation of the activity design criteria with the mathematics education theories.
