International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

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: 275  |  Number of Download: 525

Save PDF

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.
References
  1. Akbaba-Altun, S. (2009). An investigation of teachers’, parents’, and students’ opinions on elementary students’ academic failure. Elementary Education Online, 8(2), 567-586. https://atif.sobiad.com/index.jsp?modul=makale-goruntule&id=AWXw3rHyHDbCZb_mQxg2 adresinden alındı [Google Scholar]
  2. Akkaş, E. N., & Toluk Uçar, Z. (2020). Public Opinions on Mathematics. Western Anatolia Journal of Educational Sciences, 11(2), 473-491. https://dergipark.org.tr/en/download/article-file/1310730 adresinden alındı [Google Scholar]
  3. Aktan, O. (2020). Investigation of Primary School Mathematics Curriculum Lesson Acquisitions According to Renewed Bloom Taxonomy. PAU Journal of Education, 15(36), 15-36. doi:10.9779/pauefd.523545 [Google Scholar] [Crossref] 
  4. Altun , Y., & Çatal, M. (2021). The Effect on Student Success of Material Supported Teaching Method in Elementary 8th Class Mathematics Teaching. Journal of the Institute of Science and Technology, 11(3), 2290-3000. doi: 10.21597/jist.828759 [Google Scholar] [Crossref] 
  5. Arslan, Y., & Şumuer, E. (2020). Classroom Management Problems Encountered by Teachers in Virtual Classes During Covid-19 Pandemic. Milli Eğitim Dergisi, 49(1), 201-230. doi:10.37669/milliegitim.791453 [Google Scholar] [Crossref] 
  6. Aslan, F., & Bektaş, O. (2019). Determination of Pre-service Science Teachers’ Views Regarding STEM Applications. International Jurnal of Educational Sciences, 3(2), 17-50. https://dergipark.org.tr/tr/download/article-file/914769 adresinden alındı [Google Scholar]
  7. Atmaca, T., Yıldırım, E., & Öntaş, T. (2021). Classroom Opening to the Public: Professional Privacy and Surveillance in Distance Education. International Journal of Society Research, 18, 5004-5033. doi:10.26466/opus.896351 [Google Scholar] [Crossref] 
  8. Aydoğdu İskenderoğlu, T., & Uzuner, F. G. (2017). Wiews of class teachers regarding the process of equipping primary school students with basic mathematical skills. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(2), 563-585. [Google Scholar]
  9. Ayhan, G. G. (2006). Problems, Which Teachers of Matmematics are Confronted with in Mathematic-Education in Secondary School. Unpublished Master Thesis, Graduate School of Social Sciences, Denizli. [Google Scholar]
  10. Baş, M. (2017). Comparison of 2009, 2015 Primary School Mathematics Curricula and 2017 Primary School Mathematics Curriculum. YYU Journal Of Education Faculty, 14(1), 1219-1258. doi:10.23891/efdyyu.2017.44 [Google Scholar] [Crossref] 
  11. Başar, M., & Doğan, M. C. (2020). Investigation of Students’ Fear of Machametics. Turkish Journal of Educational Studies, 7(3), 1-26. https://dergipark.org.tr/en/download/article-file/1084095 adresinden alındı [Google Scholar]
  12. Baştürk, S. (2012). Classroom Teachers’ Causal Attributions of Student Success or Failure on Mathematics. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 4(7), 105-118. https://dergipark.org.tr/tr/download/article-file/181787 adresinden alındı [Google Scholar]
  13. Baykul, Y. (2021). İlkokulda matematik öğretimi. Pegem Akademi. [Google Scholar]
  14. Bektaş, S., & Küçükturan, A. G. (2020). Cassroom teachers' views on teacher-parent cooperation. Journal of Human Sciences, 17(2), 521-534. doi:10.14687/jhs.v17i2.5981 [Google Scholar] [Crossref] 
  15. Bozkurt, A., & Şahin, S. (2013). Challenges in Using Materials in Elementary Mathematics Teaching and Causes of the Challenges. Mehmet Akif Ersoy University Journal of Education Faculty, 1(25), 19-37. https://dergipark.org.tr/en/download/article-file/181318 adresinden alındı [Google Scholar]
  16. Brese, F., & Mirazchiyski, P. (2010). Measuring students’ family background in large-scale education studies. In 4th IEA International Research Conference, (s. 1-3). Gothenburg, Sweden. [Google Scholar]
  17. Buran, O., & Kaplan, A. (2021). Problems Faced by Elementary Mathematics Teachers in Their Professional Lives. Eurasian Journal of Teacher Education, 2(1), 27-41. https://dergipark.org.tr/en/download/article-file/1328719 adresinden alındı [Google Scholar]
  18. Bütüner, S. Ö., & Güler, M. (2017). Facing the Reality: A Study on TIMSS Mathematics Achievement of Turkey. Bayburt Eğitim Fakültesi Dergisi, 12(23), 161-184. https://dergipark.org.tr/en/download/article-file/317332 adresinden alındı [Google Scholar]
  19. Casinillo, L. F. (2019). Factors affecting the failure rate in mathematics: The case of Visayas State University (VSU). Review of Socio-Economic Research and Development Studies, 3(1), 1-18. [Google Scholar]
  20. Cumhur, Ö. Ü. (2018). The Investigation of The Factors Affecting The Mathematical Success of Students in The Context of Teachers' Opinions and Suggestions. Journal of Social And Humanities Sciences Research, 5(26), 2679-2693. https://www.researchgate.net/profile/Fatma-Cumhur/publication/328768481_Ogretmenlerin_Gorus_ve_Onerileri_Baglaminda_Ogrencilerin_Matematiksel_Basarisini_Etkileyen_Faktorlerin_Incelenmesi/links/5be19bc84585150b2ba2c086/Oegretmenlerin-Goerues-ve-Oenerileri- adresinden alındı [Google Scholar]
  21. Çalışkan, E. F., & Türkmen, M. R. (2016). Difficulties encountered by classroom teachers in teaching mathematics. Turkish Journal of Social Research, Special Issue, 16-27. [Google Scholar]
  22. Çavuş, H., & Eskitaşçıoğlu, E. (2016). Mathematics Teachers’ Usage Levels of the Computer and Mathematics Programs at the Educational Contexts in Turkey. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 457-475. https://dergipark.org.tr/en/download/article-file/1487490 adresinden alındı [Google Scholar]
  23. Çaycı, B. (2018). Evaluation of Lesson Duration and Hours of Primary School According to Opinions of Class Teachers. International Journal of Eurasian Education and Culture(5), 117-131. https://dergipark.org.tr/en/download/article-file/599551 adresinden alındı [Google Scholar]
  24. Çelik, E., & Kızılaslan-Tunçer, B. (2020). Relationship between the 4th Grade Students’ Academic Achievement in Turkish Course and Their Parents’ Reading Attitudes. Journal of Mother Tongue Education, 8(4), 1094-1114. doi:10.16916/aded.734588 [Google Scholar] [Crossref] 
  25. Çetin, H., Yazar, M. İ., Aydın, S., & Yazıcı, N. (2018). Primary Mathematics Teacher Candidates' Views on the Problems of Turkish Education System and Solution Proposals. Mediterranean Journal of Educational Research, 12(25), 117-135. doi:10.29329/mjer.2018.153.7 [Google Scholar] [Crossref] 
  26. Çoban, F. N., & Erdoğan, A. (2013). Difficulties encountered by the teachers in fifth grade applications of mathematics course. Turkish Journal of Computer and Mathematics Education, 4(3), 242-258. https://dergipark.org.tr/tr/download/article-file/201350 adresinden alındı [Google Scholar]
  27. Çobanoğlu, R., & Kasapoğlu, K. (2010). The Whys and Hows of Finnish Success at PISA. Hacettepe University Journal of Education, 39, 121-131. [Google Scholar]
  28. Dağdelen, S., & Ünal , M. (2017). Problems and Suggestions in Mathematics Teaching and Learning Process. YYU Journal Of Education Faculty, 14(1), 483-510. doi:10.23891/efdyyu.2017.19 [Google Scholar] [Crossref] 
  29. Dağlı, B., & Han, B. (2017). Educational Problems of Diyarbakır and Their Solutions According to Principal Views. Dicle University Journal of Ziya Gökalp Faculty of Education(32), 892-904. doi:10.14582/DUZGEF.1868 [Google Scholar] [Crossref] 
  30. Dalkılıç, M. (2013). Anne babaya da görev düşüyor! T. Bildik içinde, Başarı Yolunda Rüzgarını Kendin Yarat (s. 41-45). İzmir: Ege Üniversitesi Basımevi. https://yayinevi.ege.edu.tr/files/yayinevi/icerik/121.pdf#page=53 adresinden alındı [Google Scholar]
  31. Demir, F., & Özdaş , F. (2020). Examining Teachers' Opinions Related to Distance Education in The Covid-19 Process. Milli Eğitim Dergisi, 49(1), 273-292. doi:10.37669/milliegitim.775620 [Google Scholar] [Crossref] 
  32. Deveci, Ö., & Aykaç, N. (2020). Examining of Primary School Mathematics Course Curriculum in The Republic of Turkey. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 20(3), 1512-1532. doi:10.17240/aibuefd.20xx.xx.xxxxx-xxxxxx [Google Scholar] [Crossref] 
  33. Dinçer, S., & Yeşilpınar-Uyar, M. (2016). The Problems Related to Classroom Management Encountered in The Process of Using E-Learning Systems and Solution Suggestions. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 21(4), 453-470. doi:10.14527/kuey.2015.017 [Google Scholar] [Crossref] 
  34. Doğan, A. (2020). Investigation of Gains in Primary School Mathematics Curriculum according to Solo Taxonomy. Journal of the Human and Social Sciences Researches, 9(3), 2305/2325. doi:10.15869/itobiad.768583 [Google Scholar] [Crossref] 
  35. Durmuş, M. E., & Ergen, Y. (2021). Experience of Primary School Teachers With Inclusion Students in the Context of Teaching Mathematics: A Case Study. International Journal of Progressive Education, 17(1), 172-195. doi:10.29329/ijpe.2021.329.12 [Google Scholar] [Crossref] 
  36. Erbil, D. G., Demir, E., & Armağan Erbil, B. (2021). Examination of Primary Education Teachers’ Views on Distance Education During the Pandemic. Turkish Studies - Education, 16(3), 1473-1493. doi:10.47423/TurkishStudies.49745 [Google Scholar] [Crossref] 
  37. Ergen, H., & Şahin , E. (2019). Problems Confronted by Primary School Teachers in Relation to Education of Syrian Students. Mustafa Kemal University Journal of Social Sciences Institute, 16(44), 377-405. https://dergipark.org.tr/en/download/article-file/837639 adresinden alındı [Google Scholar]
  38. Ergen, Y., Özışık Esranur, & Bülbül, Y. (2022). Experiences of Classroom Teachers on Mathematics Teaching in the Process of Distance Education. Cumhuriyet International Journal of Education, 11(2), 288-300. doi:doi.org/10.30703/cije.960710 [Google Scholar] [Crossref] 
  39. Ergenç, T. S. (2011). İlköğretim yedinci sınıf öğrencilerinin matematik dersi bilişsel hazır bulunuşluk düzeyi ile matematik kaygı düzeyleri arasındaki ilişkinin incelenmesi. Unpublished Master Thesis, Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. http://openaccess.ogu.edu.tr:8080/xmlui/bitstream/handle/11684/1714/TEZ.pdf?sequence=1&isAllowed=y adresinden alındı [Google Scholar]
  40. Ersoy, Y. (1997). Okullarda matematik eğitimi: Matematikte okur-yazarlık. Hacettepe University Journal of Education, 13, 115-120. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1189-published.pdf adresinden alındı [Google Scholar]
  41. Fidan, M. (2020). Education in The Uncertainty of Covid 19: Teachers' Views on Emergency Remote Teaching in Primary School. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43. doi:10.29065/usakead.736643 [Google Scholar] [Crossref] 
  42. Fidan, Y., & Türnüklü, E. (2010). Examination of 5th Grade Students’ Levels of Geometric Thinking in Terms of Some Variables. Pamukkale University Journal of Education, 27(27), 185-197. https://dergipark.org.tr/en/download/article-file/114646 adresinden alındı [Google Scholar]
  43. Gezgin, İ., & Bal, A. P. (2021). Problems encountered in the application process of 1st grade mathematics curriculum and solution suggestion. Electronic Journal of Social Sciences, 20(77), 17-39. [Google Scholar]
  44. Gökkurt Özdemir, B., Bayraktar, R., & Yılmaz, M. (2017). Explanations of Primary and Middle School Mathematics Teachers on Misconceptions. Trakya Journal of Education, 7(2), 284-305. doi:10.24315/trkefd.284301 [Google Scholar] [Crossref] 
  45. Gökmen, A., Budak, A., & Ertekin, E. (2016). Elementary teachers’ beliefs about ussing manipulatives and outcome expectations in teaching mathematics. Kastamonu Education Journal, 24(3), 1213-1228. https://dergipark.org.tr/en/download/article-file/210054 adresinden alındı [Google Scholar]
  46. Güler Selek, H. K. (2020). Matematik. V. Toptaş, S. Olkun, S. Çekirdekçi, & M. H. Sarı içinde, İlkokulda matematik öğretimi (s. 2-15). Ankara: Vizetek Yayıncılık. [Google Scholar]
  47. Güngör, F., & Şenel, E. A. (2018). Teachers and Students Views in Problems of t he Foreign Primary School Students In Education Process Encountered. Anadolu Journal of Educational Sciences International, 8(2), 124-173. doi:10.18039/ajesi.454575 [Google Scholar] [Crossref] 
  48. IEA. (2020). TIMSS 2019 Internatıonal Results in Mathematics And Science. Boston: TIMSS & PIRLS International Study Center, Lynch School of Education and Human Development, Boston College and International Association for the Evaluation of Educational Achievement (IEA). [Google Scholar]
  49. İlgar, L., & Gülten, D. Ç. (2013). Matematik konularının günlük yaşamda kullanımının öğrencilere öğretilmesinin gerekliliği ve önemi. İZÜ Sosyal Bilimler Dergisi, 2(3), 119-128. https://openaccess.izu.edu.tr/xmlui/bitstream/handle/20.500.12436/110/Matematik%20Konularının%20Günlük%20Yaşamda%20Kullanımının%20Öğrencilere%20Öğretilmesinin%20Gerekliliği%20Ve%20Önemi?sequence=1&isAllowed=y adresinden alındı [Google Scholar]
  50. İnam, A., & Ünsal, H. (2017). Evaluation of The Effect of Teaching Web-based Application of Maths Subject on 5th Grade Students' Performance and Motivation Through Students Views. HAYEF Journal of Education, 14(1), 203-221. https://dergipark.org.tr/en/download/article-file/324640 adresinden alındı [Google Scholar]
  51. İncirci, A., Sirem, Ö., & Sirem, H. (2020). Comparison of 2015 and 2017 Primary School First Grade Curricula. Education And Society In The 21st Century, 9(26), 475-498. https://dergipark.org.tr/en/download/article-file/1570049 adresinden alındı [Google Scholar]
  52. Kaçar, H. (2018). Analysis of primary school students' mathematics learning disabilities according to their teachers' observations and experiences. [Google Scholar]
  53. Kahramanoğlu, R., & Deniz, T. (2017). An Investigation Of The Relationship Between Middle School Students’ Metacognitive Skills, Mathematics Self-Efficacy And Mathematics Achievement. Inonu University Journal of the Faculty of Education, 18(3), 189-200. doi:10.17679/inuefd.334285 [Google Scholar] [Crossref] 
  54. Karaca, İ., & Karaca, N. (2021). Teacher-Parent Cooperation by Class Teachers (Example of Sinop Province, Boyabat District). Medeniyet Eğitim Araştırmaları Dergisi, 5(1), 27-35. https://dergipark.org.tr/en/download/article-file/1750381 adresinden alındı [Google Scholar]
  55. Keçeli-Kaysılı, B. (2008). Parent Involvement To Improve Academic Achievement. Ankara University Faculty of Educational Sciences Journal of Special Education, 9(1), 69-83. doi:10.1501/Ozlegt_0000000115 [Google Scholar] [Crossref] 
  56. Kikas, E., Soodla, P., & Magi, K. (2018). Teacher judgments of student reading and math skills: Associations with child- and classroom-related factors. Scandinavian Journal of Educational Research, 62(5), 783-797. doi:10.1080/00313831.2017.1307271 [Google Scholar] [Crossref] 
  57. Kırbaş, Ş., & Atay, A. (2017). The problems of elementary school teachers in class management and suggestion for solution. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 517-538. doi:10.7827/TurkishStudies.12451 [Google Scholar] [Crossref] 
  58. Kolay, Y. (2004). Okul-aile-çevre iş birliğinin eğitim sistemindeki yeri ve önemi. Milli Eğitim Dergisi, 164(4). https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/164/kolay.htm adresinden alındı [Google Scholar]
  59. Korkmaz, E., Tutak, T., & İlhan, A. (2020). Evaluation of Secondary School Mathematics Textbooks by Mathematics Teachers. European Journal of Science and Technology(18), 118-128. doi:10.31590/ejosat.667689 [Google Scholar] [Crossref] 
  60. Korkut, K., & Babaoğlan, E. (2010). Classroom Management Ability of Classroom Teachers’. Dumlupınar University Journal of Social Sciences, 26(2), 146-156. https://www.acarindex.com/dosyalar/makale/acarindex-1423876644.pdf adresinden alındı [Google Scholar]
  61. Kuloğlu, M. E. (2020). Analysis of The Relationship Between Distance Education Students' Academic Success, Achievement Motivation and Boredom. Academic Platform Journal of Education and Change, 3(1), 48-60. https://dergipark.org.tr/en/download/article-file/1096960 adresinden alındı [Google Scholar]
  62. Kükey, E., Tutak, A. M., & Tutak, T. (2019). An Investigation of the Effect of the Teaching of Fractions with Visual Material on Primary School 4th Grade Students' Mathematics Achievement and Attitudes. National Journal of Education Academy, 3(1), 115-125. doi:10.32960/uead.532949 [Google Scholar] [Crossref] 
  63. McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490. doi:https://doi.org/10.1016/j.ecresq.2006.09.003 [Google Scholar] [Crossref] 
  64. MEB. (2010a). PISA 2006 projesi ulusal nihai rapor. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  65. MEB. (2010b). PISA 2009 ulusal ön rapor. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  66. MEB. (2015). PISA 2012 araştırması ulusal nihai rapor. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  67. MEB. (2016a). PISA 2015 ulusal rapor. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  68. MEB. (2016b). TIMSS 2015 ulusal matematik ve fen ön raporu. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  69. MEB. (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  70. MEB. (2019). PISA 2018 Türkiye ön raporu. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  71. MEB. (2020). TIMMS 2019 Türkiye ön raporu. Ankara: Milli Eğitim Bakanlığı. [Google Scholar]
  72. Metin, T. (2017). İlkokul matematik dersinde yapılandırmacı yaklaşımla eğitim görmüş ortaokul 5. sınıf öğrencilerinin hazırbulunuşluk düzeylerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya. http://dspace.akdeniz.edu.tr/bitstream/handle/123456789/3140/T04303.pdf?sequence=1&isAllowed=y adresinden alındı [Google Scholar]
  73. Milli Eğitim Bakanlığı. (2013). Okul Öncesi Eğitim Programı. T.C. Milli Eğitim Bakanlığı Öğretim Programlarını İzleme ve Değerlendirme Sistemi: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=652 adresinden alındı [Google Scholar]
  74. Morpa Kampüs. (2021). Morpa Kampüs. Morpa Kampüs: https://www.morpakampus.com/anasayfa adresinden alındı [Google Scholar]
  75. MYK. (2015). Türkiye yeterlilikler çerçevesi. Ankara: Mesleki Yeterlilik Kurumu. https://www.myk.gov.tr/index.php/tr/turkiye-yeterlilikler-cercevesi adresinden alındı [Google Scholar]
  76. OECD. (2019). PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publising. [Google Scholar]
  77. Okulistik. (2021). Okulistik: Eğitim ve Öğrenme Platformu. Okulistik: https://www.okulistik.com/anasayfa/index.html adresinden alındı [Google Scholar]
  78. Olkun, S., & Toluk Uçar, Z. (2020). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Vizitek Yayıncılık. [Google Scholar]
  79. Özalkan, G. Ş. (2021). Measurement and Evaluation in Distance Education: Rethinking Social Sciences Education During the Pandemic. International Journal of Economics Administrative and Social Sciences, 4, 18-26. http://ijeass.gedik.edu.tr/en/download/article-file/1547485 adresinden alındı [Google Scholar]
  80. Özdoğan, A. Ç., & Berkant, H. G. (2020). The Examination of Stakeholders' Opinions on Distance Education During The Covid-19 Epidemic. Milli Eğitim Dergisi, 49(1), 13-43. doi:10.37669/milliegitim.788118 [Google Scholar] [Crossref] 
  81. Özdoğru, M. (2021). Teachers' Views Regarding the Problems Experienced in Teacher-Parent Relationship in Primary Schools. International Journal of Primary Education Studies, 2(1), 68-76. https://dergipark.org.tr/en/download/article-file/1500886 adresinden alındı [Google Scholar]
  82. Özgeldi, M., & Osmanoğlu, A. (2017). Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education, 8(3), 438-458. doi:10.16949/turcomat.298081 [Google Scholar] [Crossref] 
  83. Öztop, F., & Toptaş, V. (2017). Fear of the 4th grade primary school students towards mathematics course and underlying causes. International Journal Of Education Technology and Scientific Researches(3), 162-173. https://dergipark.org.tr/en/download/article-file/341429 adresinden alındı [Google Scholar]
  84. Paydar, S., & Doğan, A. (2021). An action research on teaching natural numbers to the first grade primary school student with low readiness. Journal of Qualitative Research in Education, 27, 26-51. doi:10.14689/enad.27.3 [Google Scholar] [Crossref] 
  85. Reusser, K. (2000). Success and failure in school mathematics: Effects of instruction and school environment. European Child & Adolescent Psychiatry, 9(2), 17-26. [Google Scholar]
  86. Sarı, M. H., & Akbaba Altun, S. (2015). A qualitive research on classroom teachers' technology use in mathematics teaching. International Journal of Eurasia Social Sciences, 6(19), 24-49. [Google Scholar]
  87. Sarıer, Y. (2020). Turkey's performance in TIMSS applications and variables predicting academic achievement. Journal of Primary Education, 2(2), 6-27. https://dergipark.org.tr/en/download/article-file/1127364 adresinden alındı [Google Scholar]
  88. Saygı, H. (2020). Problems encountered by classroom teachers in the covid-19 pandemic distance education process. Journal of Open Education Applications and Research, 7(2), 109-129. doi:https://doi.org/10.51948/auad.841632 [Google Scholar] [Crossref] 
  89. Stylianides, A. J., & Stylianides, G. J. (2008). Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’contexts. Teaching and Teacher Education, 859-875. doi:https://doi.org/10.1016/j.tate.2007.11.015 [Google Scholar] [Crossref] 
  90. Şenaras, B., & Çetin, Ş. (2018). Parental pressure on principals and teachers: a qualititive analysis. Milli Eğitim Dergisi, 47(220), 157-176. https://dergipark.org.tr/en/download/article-file/584612 adresinden alındı [Google Scholar]
  91. Tahiroğlu, M., & Çakır, S. (2014). Development of Mathematics Motivation Scale Related to Elementary Education 4th Grade. Ahi Evran University Journal of Kırşehir Education Faculty, 15(3), 29-48. https://dergipark.org.tr/en/download/article-file/1489364 adresinden alındı [Google Scholar]
  92. Toptaş , V., & Karaca, T. (2019). Primary school teachers' opinions about mathematics courses within remedial program in primary schools (IYEP). Milli Eğitim, 48(1), 417-431. https://dergipark.org.tr/en/download/article-file/929038 adresinden alındı [Google Scholar]
  93. Tösten, R., Han, B., & Ergül, F. (2016). Management Problems of Public Schools in Diyarbakır. EKEV Academy Journal(65), 433-450. http://www.ekevakademi.org/Makaleler/504071716_21%20Rasim%20TOSTEN-Bunyamin%20HAN-H.%20Fazl%c4%b1%20ERGUL.pdf adresinden alındı [Google Scholar]
  94. Turan, A. (2021). Primary teachers' views on the 4th grade mathematics curriculum (2018): a mixed-method study. Milli Eğitim, 50(229), 463-491. https://dergipark.org.tr/en/download/article-file/885863 adresinden alındı [Google Scholar]
  95. Turan, S., & Garan, Ö. (2008). Issues that primary school teachers face in mathematic instruction in rural communites. Milli Eğitim Dergisi(177), 116-128. [Google Scholar]
  96. Tutak, T., & Güder , Y. (2014). Definition, Content and Importance of Mathematical Modelling. Turkish Journal of Educational Studies, 1(1), 173-190. [Google Scholar]
  97. Unutkan, Ö. P. (2007). A study of pre-school children's school readiness related to skills of mathematics. Hacettepe University Journal of Education, 32(32), 243-254. https://dergipark.org.tr/en/download/article-file/87621 adresinden alındı [Google Scholar]
  98. Usta, A., & İpek, A. S. (2019). Investigation of problems multiplication and divısion operations wıth natural numbers for primary school in turkish mathematics textbooks. Milli Eğitim, 48(1), 241-265. https://dergipark.org.tr/en/download/article-file/926687 adresinden alındı [Google Scholar]
  99. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and Middle School Mathematics: Teaching Developmentally (7. Baskı b.). (S. Durmuş, Çev.) Ankara: Nobel Akademi. [Google Scholar]
  100. Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. doi:https://doi.org/10.1080/01443410701708228 [Google Scholar] [Crossref] 
  101. Westwood Taylor , M. (2013). Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, 45(3), 295-321. doi:https://doi.org/10.1080/00220272.2012.710253 [Google Scholar] [Crossref] 
  102. Yazlık, D. Ö. (2018). The Views of Teachers About Use of Concrete Teaching Materials in Mathematics Teaching. International Journal of Society Researches, 8(15), 775-805. doi:10.26466/opus.417200 [Google Scholar] [Crossref] 
  103. Yenilmez , K., & Kakmacı, Ö. (2008). The level of the readiness of seventh grade students in mathematics. Kastamonu Education Journal, 16(2), 529-542. https://dergipark.org.tr/en/download/article-file/819025 adresinden alındı [Google Scholar]
  104. Yenilmez, K. (2007). The primary school students' level of the ability of establishing relation the mathematical expression and symbols with daily life. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 0(4), 89-98. https://app.trdizin.gov.tr/publication/paper/detail/TnpBek9EYzM= adresinden alındı [Google Scholar]
  105. Yenilmez, K., & Duman , A. (2008). Students' opinions about the factors which affect the mathematics success in elementary education. MANAS Journal of Social Studies, 10(19), 251-268. https://dergipark.org.tr/en/download/article-file/843622 adresinden alındı [Google Scholar]
  106. Yenilmez, K., & Duman, A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere ilişkin öğrenci görüşleri. Sosyal Bilimler Dergisi, 19, 251-268. [Google Scholar]
  107. Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin. [Google Scholar]
  108. Yıldız-Yılmaz, N., & Demir, E. (2021). Evaluation of Classroom Teachers’ Problems Related to Foreign Students and Suggestions for Solutions. KALEM International Journal of Education and Human Sciences, 11(2), 535-556. doi:10.23863/kalem.2021.197 [Google Scholar] [Crossref] 
  109. Yılmaz, Ö., & Arslan, M. (2019). Evaluation of the Weekly Course Schedule of Primary Schools According to the Views of the Primary School Teachers. Journal of Contemporary Administrative Science, 6(1), 18-35. https://dergipark.org.tr/en/download/article-file/704480 adresinden alındı [Google Scholar]
  110. YouTube. (2021). YouTube. YouTube: https://www.youtube.com/ adresinden alındı [Google Scholar]
  111. Yücel, Z., & Koç, M. (2011). The Relationship between the Prediction Level of Elementary School Students’ Math Achievement by their Math Attitudes and Gender. Elementary Education Online, 10(1), 133-143. https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=28a98269-d73f-4714-9fb2-bb31ae25ae5b%40sessionmgr4006 adresinden alındı [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 5

October 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.