Undergraduate Students’ Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

Year 2017, Volume: 6 Issue: 4, 541 - 552, 15.10.2017

Mehmet Koray Serin Semahat Incikabi

https://doi.org/10.12973/eu-jer.6.4.541

Abstract

Mathematics educators have reported on many issues regarding students’ mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts. This study aimed to investigate the opinions of primary-school teacher education students in terms of their perceptions of difficulty level of the mathematics courses, change in their achievement, if there is any, and interest in mathematics after completing these courses, and factors affecting their achievement and interest level in these courses. Being qualitative in nature, this study was a case study. The data were analyzed using the content analysis and descriptive methods. According to the results, most students stated that they faced mathematics course content with unexpected level of difficulty. After taking basic mathematics courses, the percentage of students with decreased level of interest and achievement in mathematics was found higher than the students who experienced an increase in their interest and achievement. Students underlined such significant factors for the change of their interest and achievement in mathematics as prior knowledge, lecturer(s), and content coverage. Finally, most of the students viewed mathematics courses as a beneficiary tool for their professional development

Keywords

Primary school teacher education, undergraduate students, mathematics courses, mathematics education

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