International Electronic Journal of Mathematics Education

Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2011 - Volume 6 Issue 1, pp. 40-59
  • Published Online: 04 Apr 2011
  • Article Views: 682 | Article Download: 1011
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bingolbali E, Akkoç H, Ozmantar MF, Demir S. Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. Int Elect J Math Ed. 2011;6(1), 40-59.
APA 6th edition
In-text citation: (Bingolbali et al., 2011)
Reference: Bingolbali, E., Akkoç, H., Ozmantar, M. F., & Demir, S. (2011). Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. International Electronic Journal of Mathematics Education, 6(1), 40-59.
Chicago
In-text citation: (Bingolbali et al., 2011)
Reference: Bingolbali, Erhan, Hatice Akkoç, Mehmet Fatih Ozmantar, and Servet Demir. "Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties". International Electronic Journal of Mathematics Education 2011 6 no. 1 (2011): 40-59.
Harvard
In-text citation: (Bingolbali et al., 2011)
Reference: Bingolbali, E., Akkoç, H., Ozmantar, M. F., and Demir, S. (2011). Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. International Electronic Journal of Mathematics Education, 6(1), pp. 40-59.
MLA
In-text citation: (Bingolbali et al., 2011)
Reference: Bingolbali, Erhan et al. "Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties". International Electronic Journal of Mathematics Education, vol. 6, no. 1, 2011, pp. 40-59.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bingolbali E, Akkoç H, Ozmantar MF, Demir S. Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. Int Elect J Math Ed. 2011;6(1):40-59.

Abstract

This paper examines the views of pre-service and in-service teachers with regard to the sources of students' mathematical difficulties. A group of 40 pre-service mathematics, 15 in-service mathematics and 15 in-service elementary teachers participated in this study. Questionnaires are used as data collection tools to see what the participants think about the sources of student difficulties. The notion of "obstacles to learning" is used as a framework to analyze the collected data. The analysis is carried out on the basis of three main categories to which participant teachers attribute students' difficulties: epistemological causes, psychological causes and pedagogical causes. The data analysis reveals that both pre-service and in-service teachers tend to attribute students' difficulties to student-related factors, namely psychological causes. We discuss the findings in terms of these three sources of learning difficulties, educational implications and note the usefulness of the employing the “obstacles to learning framework” in examining not only students' learning difficulties but also teachers' views of the sources for student difficulties.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.