Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study

Autor/in	Karali, Yalçin
Titel	Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study
Quelle	In: International Journal of Progressive Education, 18 (2022) 5, S.75-99 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karali, Yalçin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Barriers; Mathematics Instruction; Teaching Methods; Reading Comprehension; Distance Education; Elementary School Teachers; Difficulty Level; Phenomenology; Teacher Attitudes; Time Management; Instructional Materials; Fear; Peer Relationship; Teacher Motivation; Time Factors (Learning); Parent Teacher Cooperation; COVID-19; Pandemics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Zeitmanagement; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Furcht; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Türkei
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. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01