A Case Study on Teachers' Knowledge and Classroom Practices about Mathematics Learning Difficulty
Öz
Purpose: This study aimed to determine teachers' knowledge of mathematics learning difficulty and their classroom practices.
Design/Methodology/Approach: Data were collected through a semi-structured interview form from twenty teachers selected by criterion sampling method. The content analysis technique was employed for data analysis. As a result of the analysis, two themes were identified: a) teachers' knowledge and b) teachers' classroom practices.
Findings: As a result of the research, teachers mostly defined mathematics learning difficulties as deficiencies in mathematical skills, numbers, problem solving, four operations, calculation, and difficulty in learning mathematical concepts. In classroom practices, teachers generally used lecture, learning by doing, drama, demonstration, games, peer teaching, one-to-one teaching and question-answer methods.
Highlights: The results of the study revealed teachers' knowledge and practice limitations regarding mathematics learning difficulties.
Anahtar Kelimeler
Mathematics learning difficulty, Teachers’ views, Knowledge and practices, Qualitative research
Kaynakça
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