A Case Study on Teachers' Knowledge and Classroom Practices about Mathematics Learning Difficulty

Yıl 2025, Cilt: 33 Sayı: 4, 926 - 937, 11.10.2025

Tuğba Pürsün , Engin Üstündağ

https://doi.org/10.24106/kefdergi.1797618

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

Öğretmenlerin Matematik Öğrenme Güçlüğüne İlişkin Bilgileri ve Sınıf İçi Uygulamaları: Durum Çalışması

Öz

Çalışmanın amacı: Bu araştırmanın amacı öğretmenlerin matematik öğrenme güçlüğüne dair bilgilerinin ve sınıf içi uygulamalarının belirlenmesidir.
Materyal ve Yöntem: Ölçüt örnekleme yöntemi ile belirlenen yirmi öğretmenden yarı yapılandırılmış görüşme formu aracılığıyla veriler toplanmıştır. Toplanan verilerin analizinde içerik analizi tekniği kullanılmıştır. Analiz sonucunda iki tema ortaya çıkmıştır: a) öğretmenlerin bilgileri, b) öğretmenlerin sınıf içi uygulamaları.
Bulgular: Araştırma sonucunda öğretmenler çoğunlukla matematik öğrenme güçlüğünü matematik becerilerindeki eksiklikler, sayılar, problem çözme, dört işlem, hesaplama, matematiksel kavramları öğrenme güçlüğü olarak tanımlamışlardır. Sınıf içi uygulamalarda ise öğretmenlerin genellikle düz anlatım, yaparak yaşayarak öğrenme, drama, gösterip yaptırma, oyun, akran öğretimi, birebir öğretim ve soru-cevap yöntemini kullandıkları görülmüştür.
Önemli Vurgular: Araştırmadan elde edilen sonuçlar öğretmenlerin matematik öğrenme güçlüğüne dair bilgi ve uygulama sınırlılığını ortaya koymuştur.

Anahtar Kelimeler

Matematik öğrenme güçlüğü , Öğretmen görüşleri , Bilgi ve uygulamalar , Nitel araştırma

Kaynakça

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