Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study

Y

25

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

1554-5210

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

2023

EJ1364001