Identifying Problems in Teaching Mathematics in Elementary Schools by Intern Student-Teachers

Authors

1 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

Background and Objectives: Educational problems arise from students’ misunderstanding of a concept; consequently, individuals of any age and educational level face pervasive and widespread issues. To prevent these problems, it is necessary and essential to identify them. The aim of this research was to identify the teaching and learning problems of elementary mathematics education in classrooms by student teachers in training. Methods: The research utilized a qualitative approach of a phenomenological type. The statistical population of the present research consisted of all student teachers in their final semester at Lorestan University of Education. Considering theoretical saturation, 15 individuals were selected as the research sample using purposive sampling. The data extracted from semi-structured interviews were analyzed using coding methods to identify main and sub-themes. Findings: The findings included five main themes: issues and problems related to teacher competency, content issues in mathematics textbooks and allocated time, issues regarding student and parent competencies, the physical environment of the school and educational facilities, motivation, and student-related issues. Conclusion: The performance of student teachers in training is reflective, and the training period provides an opportunity for them to consider solutions to teaching problems, such as time management, classroom environment, teaching methodologies, and communication with learners, before they become teachers themselves and teach mathematics. Furthermore, this research could be part of the reform programs at the University of Education to increase student teachers’ awareness of educational problems in mathematics classes.

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History

  • Receive Date: 29 August 2024
  • Revise Date: 21 October 2024
  • Accept Date: 11 November 2024
  • First Publish Date: 21 December 2024
  • Publish Date: 21 December 2024

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