Investigation of mathematics teachers' views on the 2018 LGS system

The purpose of this research is to determine the opinions of secondary school mathematics teachers on the first High School Entrance Exam (LGS) which was put into practice in 2018 according to the demographic characteristics of the teachers. In this study, which has adopted a quantitative research approach, screening model was used. Working with 471 middle school mathematics teachers who are working in different regions of Turkey were carried out. In the study, a scale consisting of 23 questions developed by the researchers was used as data collection tool. As a result of the study, it was found that the expressions that the LGS system increased the need of teachers to renew and develop themselves and visualization of the questions made it easier for students to understand the opinions were the most accepted opinions by the teachers. Among the least accepted opinions of the teachers, it was determined that the questions were similar to the written exam questions, the duration of the exam was sufficient for the solution of the questions, the questions were aimed at measuring the knowledge level of the students and the LGS system increased the competition among the students. In addition, in our study, it was found that teachers' awareness of LGS System was similar according to the variables of gender, education level, faculty graduated, type of school and position of school. It was found that teachers' awareness about LGS System differed in terms of their ages and professional seniority.