Investigation of Issues and Solutions in Middle School Mathematics Teaching According to Mathematics Teachers’ View

Suzan Duran; Şaban Berk; Oğuz Köklü

Article Details

Investigation of Issues and Solutions in Middle School Mathematics Teaching According to Mathematics Teachers’ View

Authors:

Suzan Duran | Şaban Berk | Oğuz Köklü

Publisher:

Marmara University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.57 Issue 57, pp.128-150

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001282950

pISSN:

1300-8889

Keywords:

Abstract:

 The aim of this study is to identify the problems teachers report in secondary school mathematics teaching and to determine whether these issues are related to demographic factors. The methodology adopted in the study was a single survey research design. The sample, which was selected using a convenience sampling method, consisted of 547 mathematics teachers working at middle school level in Türkiye. The Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching Duran  Berk, 2021 was used as the data collection tool. The scale consists of five dimensions and a total of 44 items in varying numbers in each dimension. A descriptive statistical analysis of the frequency of items was carried. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale although they are encountered less frequently than other categories. The most prevalent and significant category of difficulties is those that are related to students. The significance and likelihood of running into some of the identified issues are dependent on the participants demographic makeup. Problems are more prevalent and are perceived as being more important by female teachers. In addition, experienced teachers face fewer problems and do not consider the problems very important. Similar to this, teachers who have a degree from a faculty of education are more sensitive to issues than those who have a degree from other faculties. Problem categories encountered in secondary school mathematics teaching and solution proposals should be examined interactively and holistically, not separately and independently.

 The aim of this study is to identify the problems teachers report in secondary school mathematics teaching and to determine whether these issues are related to demographic factors. The methodology adopted in the study was a single survey research design. The sample, which was selected using a convenience sampling method, consisted of 547 mathematics teachers working at middle school level in Türkiye. The Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching Duran  Berk, 2021 was used as the data collection tool. The scale consists of five dimensions and a total of 44 items in varying numbers in each dimension. A descriptive statistical analysis of the frequency of items was carried. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale although they are encountered less frequently than other categories. The most prevalent and significant category of difficulties is those that are related to students. The significance and likelihood of running into some of the identified issues are dependent on the participants demographic makeup. Problems are more prevalent and are perceived as being more important by female teachers. In addition, experienced teachers face fewer problems and do not consider the problems very important. Similar to this, teachers who have a degree from a faculty of education are more sensitive to issues than those who have a degree from other faculties. Problem categories encountered in secondary school mathematics teaching and solution proposals should be examined interactively and holistically, not separately and independently.

 The aim of this study is to identify the problems teachers report in secondary school mathematics teaching and to determine whether these issues are related to demographic factors. The methodology adopted in the study was a single survey research design. The sample, which was selected using a convenience sampling method, consisted of 547 mathematics teachers working at middle school level in Türkiye. The Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching Duran  Berk, 2021 was used as the data collection tool. The scale consists of five dimensions and a total of 44 items in varying numbers in each dimension. A descriptive statistical analysis of the frequency of items was carried. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale although they are encountered less frequently than other categories. The most prevalent and significant category of difficulties is those that are related to students. The significance and likelihood of running into some of the identified issues are dependent on the participants demographic makeup. Problems are more prevalent and are perceived as being more important by female teachers. In addition, experienced teachers face fewer problems and do not consider the problems very important. Similar to this, teachers who have a degree from a faculty of education are more sensitive to issues than those who have a degree from other faculties. Problem categories encountered in secondary school mathematics teaching and solution proposals should be examined interactively and holistically, not separately and independently.

 Bu araştırmanın amacı ortaokul matematik öğretiminde karşılaşılan sorunları öğretmen görüşleri doğrultusunda tespit etmek ve öğretmenlerin ortaya koyduğu görüşlerin önemli demografik değişkenlerden bağımsız olup olmadığı belirlemektir. Araştırma genel tarama modellerinden tekil tarama türüne göre tasarlanmış olup araştırmanın evrenini Türkiyede ortaokullarda resmi ve özel görev yapan ilköğretim matematik öğretmenleri, örneklemini ise uygun örnekleme modeliyle seçilen 547 ilköğretim matematik öğretmeni oluşturmuştur. Veri toplama aracı olarak Ortaokul Matematik Öğretiminde Karşılaşılan Sorunları Belirleme Ölçeği Duran ve Berk, 2021 kullanılmıştır. Ölçekte belirlenen sorunların karşılaşılma sıklıkları saptanmıştır. Sonuçlara göre, ortaokul matematik öğretiminde karşılaşılan sorunların çoğunluğunu öğretmenle ilişkili sorunlar oluşturmaktadır. Öğrenci ile ilişkili sorunlar ise en sık karşılaşılan sorun kategorisini oluşturmaktadır. Ki-kare bağımsızlık testi sonuçlarına göre belirlenen sorunların bazılarının karşılaşılma sıklıkları katılımcıların demografik özelliklerinden bağımsız değildir. Genel olarak kadın öğretmenler sorunlarla daha sık karşılaşmaktadır. Ayrıca, tecrübeli öğretmenler daha az sorunla karşılaşmaktadır. Benzer şekilde eğitim fakültesi mezunu öğretmenler farklı fakülte mezunlarına göre ölçekte yer alan sorunlara karşı daha duyarlıdırlar. Araştırma sonuçlarına göre ileride gerçekleştirilecek çalışmalarda ortaokul matematik öğretiminde karşılaşılan sorun kategorileri ve çözüm önerileri ayrı ayrı ve birbirinden bağımsız olarak değil, etkileşimli ve bütüncül bir şekilde incelenmelidir.

Article Details

Investigation of Issues and Solutions in Middle School Mathematics Teaching According to Mathematics Teachers’ View

Authors:

Suzan Duran | Şaban Berk | Oğuz Köklü

Publisher:

Marmara University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.57 Issue 57, pp.128-150

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001282950

pISSN:

1300-8889

Mathematics education

middle school mathematics teaching

difficulties encountered in mathematics teaching

teachers’ opinions

Matematik eğitimi

ortaokul matematik öğretimi

matematik öğretiminde karşılaşılan sorunlar

öğretmen görüşleri

Issues

Article Details

Authors: Suzan Duran | Şaban Berk | Oğuz Köklü

Publisher: Marmara University

Main Topics: Eğitim Üzerine Çalışmalar

Journal: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.57 Issue 57, pp.128-150

Document Type: Article

Publication Date: 1/2023

Document Language: Turkish

Document ID (Org No.): 2001282950

pISSN: 1300-8889

Issues

Authors:

Suzan Duran | Şaban Berk | Oğuz Köklü

Publisher:

Marmara University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.57 Issue 57, pp.128-150

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001282950

pISSN:

1300-8889