The Subjects That the Pre-Service Classroom Teachers Perceive as Difficult in Elementary Mathematics Curriculum

Autor/inn/en	Kuzu, Çigdem Inci; Uras, Muhammed Celal
Titel	The Subjects That the Pre-Service Classroom Teachers Perceive as Difficult in Elementary Mathematics Curriculum
Quelle	In: Universal Journal of Educational Research, 6 (2018) 10, S.2153-2159 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Preservice Teachers; Mathematics Instruction; Elementary School Mathematics; Mathematics Curriculum; Teacher Competencies; Difficulty Level; Student Attitudes; Mathematical Concepts; Arithmetic; Geometric Concepts; Spatial Ability; Measurement; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lehrkunst; Schwierigkeitsgrad; Schülerverhalten; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Geometrie; Räumliches Vorstellungsvermögen; Messverfahren; Ausland; Türkei
Abstract	OECD-PISA which evaluates the education quality of Europe focused on mathematics, and Turkey was ranked 50 among 72 countries. When the mathematics literacy was analyzed in terms of years, it is seen that the performance of the students in Turkey in PISA 2015 was lower compared to PISA 2009 and PISA 2012. This shows that students have difficulty in comprehending the subjects in the mathematics curriculum. Therefore, learning experiences designed for the pupils to have rich mathematics experiences during elementary school is of higher importance. At this point, it is necessary to know the subjects that the pre-service teachers, who will be teachers of the future, are challenged in teaching mathematics. Therefore, the purpose of study is to determine the subjects in which elementary school pre-service teachers perceive teaching in elementary school mathematics as difficult and to examine the causes of these difficulties. The case study method is used in this study and the participants of the study are 120 pre-service classroom teachers who study in the fourth grade in a state university. Participants were administered a 19-item learning difficulty index covering mathematics learning areas of 1-4 grades (n = 120). The distribution of answers given by the pre-service teachers for each topic and the learning difficulty index for each topic were calculated. Interviews were done with the pre-service teachers in response to their responses to the questionnaire items to understand the causes of the difficulties. In interviews conducted one by one, the pre-service teachers were asked general mathematics lecture notes, mathematics fear level and the reasons for the topics they found difficult to teach. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01