Araştırma Makalesi
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Investigation of Issues and Solutions in Middle School Mathematics Teaching According to Mathematics Teachers’ View

Yıl 2023, Cilt: 57 Sayı: 57 - EBD 57. Sayı, 128 - 150, 31.01.2023
https://doi.org/10.15285/maruaebd.1181564

Öz

The aim of this study is to identify the problems teachers report in secondary school mathematics teaching and to determine whether these issues are related to demographic factors. The methodology adopted in the study was a single survey research design. The sample, which was selected using a convenience sampling method, consisted of 547 mathematics teachers working at middle school level in Türkiye. The “Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching” (Duran & Berk, 2021) was used as the data collection tool. The scale consists of five dimensions and a total of 44 items in varying numbers in each dimension. A descriptive statistical analysis of the frequency of items was carried. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale although they are encountered less frequently than other categories. The most prevalent and significant category of difficulties is those that are related to students. The significance and likelihood of running into some of the identified issues are dependent on the participants' demographic makeup. Problems are more prevalent and are perceived as being more important by female teachers. In addition, experienced teachers face fewer problems and do not consider the problems very important. Similar to this, teachers who have a degree from a faculty of education are more sensitive to issues than those who have a degree from other faculties. Problem categories encountered in secondary school mathematics teaching and solution proposals should be examined interactively and holistically, not separately and independently.

Kaynakça

  • Aaronson, D., Barrow, L. & Sander, W. (2007). Teachers and student achievement in Chicago Public High Schools. Journal of Labor Economics, 25(1), 95–135.
  • Akyüz G. ve Pala N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. İlköğretim Online, 9(2), 668–678. https://dergipark.org.tr/tr/pub/ilkonline/issue/8595/106928
  • Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents' educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539–560.
  • Ayotola, A. & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia – Social and Behavioral Sciences, 1(1), 953–957.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. vd. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
  • Boruah, P. J. (2018). Problems faced by the students and teachers in learning and teaching mathematics in schools: a study on Class X students and teachers of Nazira subdivision of Sibsagar district of Assam. IOSR Journal of Humanities and Social Science, 23(07), 11–15.
  • Brooks-Gunn, J., Duncan, G. J., & Aber, J. L. (1997). Neighborhood poverty: context and consequences for children. New York: Russell Sage Foundation Press.
  • Brunye, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A. & Kanarek, R. B. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.
  • Byrnes, J. P. & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity-propensity analysis. Contemporary Educational Psychology, 32(4), 599–629.
  • Cai, J. & Ni, Y. (2011). Investigating curricular effect on the teaching and learning of mathematics in a cultural context: Theoretical and methodological considerations, International Journal of Educational Research, 50(2), 65–70.
  • Chang, H. & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38.
  • Çiftçi, Ş. K. (2010). Kırsal bölgelerdeki matematik eğitimi sorunları: öğretmen ve öğrenciler açısından bir değerlendirme çalışması. (Yayın no. 266403) [Yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Dağdelen, S. (2016). Ortaokul düzeyi matematik öğrenim sürecinde karşılaşılan sorunlar ve çözüm önerilerinin öğretmen, öğrenci ve veli görüşlerine göre değerlendirilmesi. (Yayın no. 447970) [Yüksek lisans tezi, Kırşehir Ahi Evran Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7(508), 1–16.
  • Duran, S. ve Berk, Ş. (2021). Ortaokul matematik öğretiminde karşılaşılan sorunları belirleme ölçeği geliştirme çalışması. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 12(24), 275–300.
  • Echazarra, A., Daniel, S., Mendez, I., Denis, V. & Rech, G. (2016). How teachers teach and students learn: Successful strategies for school, OECD Education Working Papers, No. 130, OECD Publishing, Paris.
  • Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43(4), 281–301.
  • Greenwood, P.E. & Nikulin, M.S. (1996). A guide to chi-squared testing, New York: J. Wiley.
  • Gündüz, Y., & Ertuğ, C. (2011). Öğretmenlerin eğitim sistemi ve uygulamalarına ilişkin güncel sorunları algılama düzeylerinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9(4), 745–774.
  • Güner, N. (2020). Difficulties encountered by high school students in mathematics. International Journal of Educational Methodology, 6(4), 703–713. doi: 10.12973/ijem.6.4.703
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counselling Psychology, 32(1), 47–56.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
  • Ingvarson, L., Beavis, A., Bishop, A., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra, Australian: Council for Educational Research.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara, Nobel.
  • Kell, H. J., Lubinski, D. & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24(5), 648–659.
  • Khan, R. M. A., Iqbal, N., & Tasneem, S. (2015). The influence of parents educational level on secondary school students academic achievements in district Rajanpur. Journal of Education and Practice, 6(16), 76–79.
  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25(1), 19–39.
  • Kwong, D. & Davis., J. R. (2015). School climate for academic success: a multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68–81.
  • Lefever, S., Dal, M., & Matthiasdottir, A. (2007). Online data collection in academic research: advantages and limitations. British Journal of Educational Technology, 38(4), 574–582.
  • Mason, B. A., Hajovsky, D. B., McCune, L. A., & Turek, J. J. (2017). Conflict, closeness, and academic skills: A longitudinal examination of the teacher-student relationship. School Psychology Review, 46(2), 177–189. doi: 10.17105/SPR-2017-0020.V46-2
  • Millî Eğitim Bakanlığı (2018). Matematik Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara, Türkiye.
  • Minnaar, L. & Heystek, J. (2013). Online surveys as data collection instruments in education research: A feasible option? South African Journal of Higher Education, 27(1), 162–183.
  • Opdenakker, M. C., Van Damme, & De Fraine, B. (2002). The effect of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13(4), 399–427.
  • Piacentini, M. ve Monticone, C. (2016). Equations and Inequalities: Making Mathematics Accessible to All. Paris: OECD Publishing.
  • Ramli, F., Shafie, N., & Tarmizi, R. A. (2013). Exploring student’s in-depth learning difficulties in mathematics through teacher’ perspective. Procedia-Social and Behavioral Sciences, 97, 339–345.
  • Singha, K. G., Goswami, M., & Bharali, R. K. (2012). Study of various problems faced by the students and teachers in learning and teaching mathematics and their suggestive measures. International Journal of Advanced Research in Management and Social Sciences, 1(2), 195–201.
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
  • Slavin, R. E. & Lake, C. (2008). “Effective programs in elementary mathematics: a best-evidence synthesis. Review of Educational Research, 78(3), 427–515.
  • Suarez-Pellicioni, M., Nunez-Pena, M. I., & Colome, A. (2015). Math anxiety: a review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3–22. doi: 10.3758/s13415-015-0370-7
  • Thomson, S., Lokan, J., Lamb S., & Ainley, J. (2003). Lessons from the third international mathematics and science study. TIMSS Australia Monograph Series. Australian Council for Educational Research.
  • Tobias, S. & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63–70.
  • Tüfekci, E. (2019). Öğretmenlerin Ortaokul Matematik Öğretiminde Karşılaştıkları Sorunlar. (Yayın no. 582164) [Yüksek lisans tezi, Adıyaman Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Uline, C. & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73.
  • Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wilson, S. M. & Floden, R. E. (2003). Creating Effective Teachers: Concise Answers to Hard Questions. Washington: American Association of Colleges of Teacher Education.
  • Yayla, O. ve Bangir-Alpan, G. (2019). Öğrencilerin matematikte zorlanma nedenlerine ilişkin öğretmen ve öğrenci görüşleri. Eğitim ve Toplum Araştırmaları Dergisi, 6(2), 401–425.
  • Yıldırım, S. (2019). Matematik Başarısını Yordama: Sosyoekonomik Statü, Ebeveyn Katılımı ve Öz-Güvenin Rolü. Eğitim ve Bilim, 44(198), 99–113.

Matematik Öğretmenlerinin Görüşlerine Göre Ortaokul Matematik Öğretiminde Karşılaşılan Sorunların ve Çözüm Önerilerinin İncelenmesi

Yıl 2023, Cilt: 57 Sayı: 57 - EBD 57. Sayı, 128 - 150, 31.01.2023
https://doi.org/10.15285/maruaebd.1181564

Öz

Bu araştırmanın amacı ortaokul matematik öğretiminde karşılaşılan sorunları öğretmen görüşleri doğrultusunda tespit etmek ve öğretmenlerin ortaya koyduğu görüşlerin önemli demografik değişkenlerden bağımsız olup olmadığı belirlemektir. Araştırma genel tarama modellerinden tekil tarama türüne göre tasarlanmış olup araştırmanın evrenini Türkiye’de ortaokullarda (resmi ve özel) görev yapan ilköğretim matematik öğretmenleri, örneklemini ise uygun örnekleme modeliyle seçilen 547 ilköğretim matematik öğretmeni oluşturmuştur. Veri toplama aracı olarak Ortaokul Matematik Öğretiminde Karşılaşılan Sorunları Belirleme Ölçeği (Duran ve Berk, 2021) kullanılmıştır. Ölçekte belirlenen sorunların karşılaşılma sıklıkları saptanmıştır. Sonuçlara göre, ortaokul matematik öğretiminde karşılaşılan sorunların çoğunluğunu öğretmenle ilişkili sorunlar oluşturmaktadır. Öğrenci ile ilişkili sorunlar ise en sık karşılaşılan sorun kategorisini oluşturmaktadır. Ki-kare bağımsızlık testi sonuçlarına göre belirlenen sorunların bazılarının karşılaşılma sıklıkları katılımcıların demografik özelliklerinden bağımsız değildir. Genel olarak kadın öğretmenler sorunlarla daha sık karşılaşmaktadır. Ayrıca, tecrübeli öğretmenler daha az sorunla karşılaşmaktadır. Benzer şekilde eğitim fakültesi mezunu öğretmenler farklı fakülte mezunlarına göre ölçekte yer alan sorunlara karşı daha duyarlıdırlar. Araştırma sonuçlarına göre ileride gerçekleştirilecek çalışmalarda ortaokul matematik öğretiminde karşılaşılan sorun kategorileri ve çözüm önerileri ayrı ayrı ve birbirinden bağımsız olarak değil, etkileşimli ve bütüncül bir şekilde incelenmelidir.

Kaynakça

  • Aaronson, D., Barrow, L. & Sander, W. (2007). Teachers and student achievement in Chicago Public High Schools. Journal of Labor Economics, 25(1), 95–135.
  • Akyüz G. ve Pala N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. İlköğretim Online, 9(2), 668–678. https://dergipark.org.tr/tr/pub/ilkonline/issue/8595/106928
  • Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents' educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539–560.
  • Ayotola, A. & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia – Social and Behavioral Sciences, 1(1), 953–957.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. vd. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
  • Boruah, P. J. (2018). Problems faced by the students and teachers in learning and teaching mathematics in schools: a study on Class X students and teachers of Nazira subdivision of Sibsagar district of Assam. IOSR Journal of Humanities and Social Science, 23(07), 11–15.
  • Brooks-Gunn, J., Duncan, G. J., & Aber, J. L. (1997). Neighborhood poverty: context and consequences for children. New York: Russell Sage Foundation Press.
  • Brunye, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A. & Kanarek, R. B. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.
  • Byrnes, J. P. & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity-propensity analysis. Contemporary Educational Psychology, 32(4), 599–629.
  • Cai, J. & Ni, Y. (2011). Investigating curricular effect on the teaching and learning of mathematics in a cultural context: Theoretical and methodological considerations, International Journal of Educational Research, 50(2), 65–70.
  • Chang, H. & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38.
  • Çiftçi, Ş. K. (2010). Kırsal bölgelerdeki matematik eğitimi sorunları: öğretmen ve öğrenciler açısından bir değerlendirme çalışması. (Yayın no. 266403) [Yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Dağdelen, S. (2016). Ortaokul düzeyi matematik öğrenim sürecinde karşılaşılan sorunlar ve çözüm önerilerinin öğretmen, öğrenci ve veli görüşlerine göre değerlendirilmesi. (Yayın no. 447970) [Yüksek lisans tezi, Kırşehir Ahi Evran Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7(508), 1–16.
  • Duran, S. ve Berk, Ş. (2021). Ortaokul matematik öğretiminde karşılaşılan sorunları belirleme ölçeği geliştirme çalışması. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 12(24), 275–300.
  • Echazarra, A., Daniel, S., Mendez, I., Denis, V. & Rech, G. (2016). How teachers teach and students learn: Successful strategies for school, OECD Education Working Papers, No. 130, OECD Publishing, Paris.
  • Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43(4), 281–301.
  • Greenwood, P.E. & Nikulin, M.S. (1996). A guide to chi-squared testing, New York: J. Wiley.
  • Gündüz, Y., & Ertuğ, C. (2011). Öğretmenlerin eğitim sistemi ve uygulamalarına ilişkin güncel sorunları algılama düzeylerinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9(4), 745–774.
  • Güner, N. (2020). Difficulties encountered by high school students in mathematics. International Journal of Educational Methodology, 6(4), 703–713. doi: 10.12973/ijem.6.4.703
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counselling Psychology, 32(1), 47–56.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
  • Ingvarson, L., Beavis, A., Bishop, A., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra, Australian: Council for Educational Research.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara, Nobel.
  • Kell, H. J., Lubinski, D. & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24(5), 648–659.
  • Khan, R. M. A., Iqbal, N., & Tasneem, S. (2015). The influence of parents educational level on secondary school students academic achievements in district Rajanpur. Journal of Education and Practice, 6(16), 76–79.
  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25(1), 19–39.
  • Kwong, D. & Davis., J. R. (2015). School climate for academic success: a multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68–81.
  • Lefever, S., Dal, M., & Matthiasdottir, A. (2007). Online data collection in academic research: advantages and limitations. British Journal of Educational Technology, 38(4), 574–582.
  • Mason, B. A., Hajovsky, D. B., McCune, L. A., & Turek, J. J. (2017). Conflict, closeness, and academic skills: A longitudinal examination of the teacher-student relationship. School Psychology Review, 46(2), 177–189. doi: 10.17105/SPR-2017-0020.V46-2
  • Millî Eğitim Bakanlığı (2018). Matematik Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara, Türkiye.
  • Minnaar, L. & Heystek, J. (2013). Online surveys as data collection instruments in education research: A feasible option? South African Journal of Higher Education, 27(1), 162–183.
  • Opdenakker, M. C., Van Damme, & De Fraine, B. (2002). The effect of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13(4), 399–427.
  • Piacentini, M. ve Monticone, C. (2016). Equations and Inequalities: Making Mathematics Accessible to All. Paris: OECD Publishing.
  • Ramli, F., Shafie, N., & Tarmizi, R. A. (2013). Exploring student’s in-depth learning difficulties in mathematics through teacher’ perspective. Procedia-Social and Behavioral Sciences, 97, 339–345.
  • Singha, K. G., Goswami, M., & Bharali, R. K. (2012). Study of various problems faced by the students and teachers in learning and teaching mathematics and their suggestive measures. International Journal of Advanced Research in Management and Social Sciences, 1(2), 195–201.
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
  • Slavin, R. E. & Lake, C. (2008). “Effective programs in elementary mathematics: a best-evidence synthesis. Review of Educational Research, 78(3), 427–515.
  • Suarez-Pellicioni, M., Nunez-Pena, M. I., & Colome, A. (2015). Math anxiety: a review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3–22. doi: 10.3758/s13415-015-0370-7
  • Thomson, S., Lokan, J., Lamb S., & Ainley, J. (2003). Lessons from the third international mathematics and science study. TIMSS Australia Monograph Series. Australian Council for Educational Research.
  • Tobias, S. & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63–70.
  • Tüfekci, E. (2019). Öğretmenlerin Ortaokul Matematik Öğretiminde Karşılaştıkları Sorunlar. (Yayın no. 582164) [Yüksek lisans tezi, Adıyaman Üniversitesi.] YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 11.10.2021 tarihinde erişilmiştir.
  • Uline, C. & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73.
  • Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wilson, S. M. & Floden, R. E. (2003). Creating Effective Teachers: Concise Answers to Hard Questions. Washington: American Association of Colleges of Teacher Education.
  • Yayla, O. ve Bangir-Alpan, G. (2019). Öğrencilerin matematikte zorlanma nedenlerine ilişkin öğretmen ve öğrenci görüşleri. Eğitim ve Toplum Araştırmaları Dergisi, 6(2), 401–425.
  • Yıldırım, S. (2019). Matematik Başarısını Yordama: Sosyoekonomik Statü, Ebeveyn Katılımı ve Öz-Güvenin Rolü. Eğitim ve Bilim, 44(198), 99–113.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Suzan Duran 0000-0003-1711-4891

Şaban Berk 0000-0002-6821-5249

Oğuz Köklü 0000-0001-6626-3485

Erken Görünüm Tarihi 25 Ocak 2023
Yayımlanma Tarihi 31 Ocak 2023
Kabul Tarihi 2 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 57 Sayı: 57 - EBD 57. Sayı

Kaynak Göster

APA Duran, S., Berk, Ş., & Köklü, O. (2023). Matematik Öğretmenlerinin Görüşlerine Göre Ortaokul Matematik Öğretiminde Karşılaşılan Sorunların ve Çözüm Önerilerinin İncelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 57(57), 128-150. https://doi.org/10.15285/maruaebd.1181564