Views of Classroom Teachers Regarding the Processes of 1st and 4th Graders Having Difficulty in Learning Mathematics

Year 2020, Volume: 22 Issue: 1, 66 - 86, 30.04.2020

Tahsin Fırat Emrullah Erdem

https://doi.org/10.17556/erziefd.504004

Cited By: 1

Abstract

This study aims at examining what kind of difficulties the students who have difficulty in mathematics learning experienced in the first and fourth grade of primary school in views of classroom teachers. The study was conducted with the participation of 47 classroom teachers working in schools in a province in Turkey. The data were collected using a semi-structured interview form consisting of five questions. The content analysis technique was used in the analysis of the data. The analysis showed that 62.5% of students who had difficulty in learning mathematics in the first grade continued to have difficulties in the fourth grade. These students were found to have difficulty in rhythm counting, learning some concepts, problem-solving, number knowledge and making the comparison in the 1st grade, while they were experiencing difficulties in rhythm counting, learning some concepts, operation knowledge, problem-solving, and about memory and emotional areas in the 4th grade. On the other hand, the lack of reading and number knowledge in the first grade has manifested itself as the inadequacy of reading comprehension and problem-solving in the fourth grade. It was also found that students had no difficulty in emotional areas in the first grade but had experienced mathematics anxiety and motivation problems in the fourth grade.

Keywords

Difficulty in mathematics learning, 1st- and 4th-grade students, views of classroom teachers

Matematik Öğrenmede Güçlük Yaşayan İlkokul Öğrencilerinin 1. ve 4. Sınıftaki Süreçlerine İlişkin Sınıf Öğretmenlerinin Görüşleri

Abstract

Bu araştırmada, matematik öğrenmede güçlük yaşayan öğrencilerin ilkokul birinci ve dördüncü sınıfta ne tür güçlükler yaşadıkları sınıf öğretmenlerinin görüşlerine göre incelenmiştir. Araştırma, Türkiye’deki bir il merkezindeki okullarda görev yapan 47 sınıf öğretmeninin katılımıyla yürütülmüştür. Veriler, beş sorudan oluşan yarı-yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Yapılan analizler, 1. sınıfta matematik öğrenmede güçlük yaşayan öğrencilerin %62,5’inin 4. sınıfta da güçlük yaşamaya devam ettiğini göstermiştir. Bu öğrencilerin 1. sınıfta ritmik saymada, bazı kavramları öğrenmede, problem çözmede, sayı bilgisinde ve karşılaştırma yapmada zorluk yaşadıkları belirlenmiştir. 4. sınıfta ise ritmik saymada, bazı kavramları öğrenmede, işlem bilgisinde, problem çözmede, bellekle ilgili ve duyuşsal alanda güçlük yaşadıkları tespit edilmiştir. Öte yandan, 1. sınıfta okuma ve sayı bilgisi kaynaklı eksiklik, 4. sınıfta ilerleyerek okuduğunu anlama ve problem çözmedeki yetersizlik olarak kendini göstermiştir. Ayrıca öğrencilerin 1. sınıfta duyuşsal alanlarda güçlük yaşamadıkları ancak 4. sınıfta matematik kaygısına sahip oldukları ve motivasyon problemi yaşadıkları ortaya çıkmıştır.

Keywords

Matematik öğrenmede güçlük, ilkokul 1. ve 4. sınıf öğrencileri, öğretmenlerinin görüşleri

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