Classroom Teachers' Perspectives on New Approaches to Teaching Mathematics

Abstract

Developments with in mathematics education, alternative and innovative learning approaches have begun to be used, creating appropriate learning environments for students to learn and do mathematics. This study aimed to explore the views of classroom teachers on new approaches to mathematics teaching. A qualitative case study design was used.The study group consisted of 35 classroom teachers. A semi-structured interview form was used to collect data. The data obtained were analyzed by content analysis. It was found that the classroom teachers most frequently used technology-enhanced mathematics teaching and problem-based mathematics teaching, while flipped learning and project-based mathematics teaching were used the least among the new approaches in mathematics teaching. It was concluded that although classroom teachers reported using new approaches to teaching mathematics in all subjects, they used them most in the subject of fractions, and the reasons for using the preferred new approaches were that they provided continuous learning and facilitated learning. According to the classroom teachers, the main difficulty in implementing new approaches is time-consuming. In addition, it was found that classroom teachers stated that the advantages of new approaches in the teaching process are that they provide continuous learning and make lessons interesting and fun and that the disadvantages are that they are time-consuming. In line with the results obtained, it is recommended that classroom teachers make more use of new approaches in mathematics teaching and that seminars be organized to support this.

Keywords

• Classroom teacher
• mathematics teaching
• new approaches
• primary school mathematics

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