Problems Faced by Primary Mathematics Teachers and Solution Suggestions

Abstract

The main purpose of this research is to determine the problems encountered by primary school mathematics teachers, according to the opinions of these teachers, and to propose solutions to these problems. This research is a qualitative research with a phenomenological pattern. The study group of the research consists of 17 primary school mathematics teachers working in secondary schools in Battalgazi and Kale districts of Malatya province in the 2021-22 academic year, who expressed their opinions about the problems faced by primary mathematics teachers and solution suggestions. The data collection tool of the research is a semi-structured interview form developed by the researchers and consisting of two parts. The data obtained was analyzed by content analysis. As a result of the research, there are few practical courses in higher education institutions, the number of graduates is high despite the low number of teacher recruitments to the Ministry of National Education, teachers' salaries are low, the teacher is seen as responsible for the failures encountered in mathematics lessons, students' prejudice about the difficult lesson and I can't do it in mathematics lessons, the use of classroom materials. It has been found that the curriculum is insufficient and that an intensive curriculum is being developed despite the lack of lesson hours. Based on these findings, increasing practice courses in higher education, reducing higher education quotas or increasing Ministry of Education recruitment, improving teachers' salaries and additional courses, increasing parent-teacher cooperation, abandoning the comparison of mathematics course with other courses, carrying out studies to eliminate prejudices towards mathematics course, improving the facilities and conditions of the school. It is recommended to improve the situation and for parents to be more interested in their students.