International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(5) 75-99

Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study

Yalçın Karalı

pp. 75 - 99   |  DOI: https://doi.org/10.29329/ijpe.2022.467.5   |  Manu. Number: MANU-2110-18-0002.R1

Published online: October 01, 2022  |   Number of Views: 45  |  Number of Download: 99


Abstract

The aim of this research is to identify the difficulties that are faced by classroom teachers in teaching mathematics and to put a current perspective. In the research, phenomenological design from the qualitative research method was applied. Participants were determined by criterion sampling, which is one of the purposive sampling methods. Semi-structured focus group interviews were conducted to determine the opinions of the classroom teachers about the problems they have in teaching mathematics. The participants of the interview are a total of 7 primary school teachers, 4 female and 3 male. Content analysis was used in the analysis of the data. As a result, primary school teachers expressed many problem areas related to gain density, insufficient lesson hours, central exam-program incompatibility, reading comprehension, associating with daily life, readiness, inadequacy of economy, lack of material, distance education, fear of mathematics, peer pressure and lack of motivation.

Keywords: Teaching Mathematics, Primary School, Primary School Teacher


How to Cite this Article?

APA 6th edition
Karali, Y. (2022). Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study . International Journal of Progressive Education, 18(5), 75-99. doi: 10.29329/ijpe.2022.467.5

Harvard
Karali, Y. (2022). Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study . International Journal of Progressive Education, 18(5), pp. 75-99.

Chicago 16th edition
Karali, Yalcin (2022). "Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study ". International Journal of Progressive Education 18 (5):75-99. doi:10.29329/ijpe.2022.467.5.

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