Examination of the structuring process of the mathematics teaching course in the primary school teaching program according to the views of teacher educators

The aim of this research is to examine the practices related to the design and structuring of the mathematics teaching course in the classroom teaching program of the universities, through the instructors who play an active role in this practice. In the research, firstly, the studies (projects, articles, thesis, etc.) in the literature related to teaching mathematics were examined. When the studies on mathematics teaching lessons were analyzed, it was seen that there were studies about the importance of the lesson for primary school teacher candidates, and what it contains because it is a lesson. In addition, it has been seen that the teacher educators who teach this course and what their profiles are is also important. Starting from here; Based on the relationship network of mathematics teaching course - teacher educators - classroom teacher candidates, research questions were formed and expert opinions were taken. Then, the dimensions of the data collection tool were created and expert opinions were obtained in order to examine the course designs and structuring of the instructors regarding the mathematics teaching course in the classroom education program, which is the aim of the research. In the 2019-2020 academic year, 90 instructors who gave the mathematics teaching course in the primary school teaching undergraduate program in Turkey were asked to participate by sending a data collection tool via e-mail. Out of 90 instructors, 73 provided feedback and 65 instructors gave complete answers to the data collection tool. In this research, which was designed with a qualitative descriptive method as a research approach, likert type and open-ended questions were used in the data collection tool. Statistical analysis (frequency, percentage) was used in the quantitative dimension and content analysis was used in the qualitative dimension. The results obtained from the research findings; In the design and structuring of mathematics teaching courses, important inferences were made about the consistency between the answers given by the instructors, they generally showed a homogeneous distribution in terms of their preferences, and what they focused on and brightened more in the mathematics teaching course, and what the elements they wanted to highlight were. . This showed that the instructors had a perspective on the mathematics teaching course, however, it led to the conclusion that the perspectives that the instructors had in the design and structuring of the mathematics teaching courses had a nature. The nature of the perspective held; It has been determined that it consists of a dynamic with the interaction of 4 arguments: value judgments, big ideas, expressed practices and resources. Based on this result, a number of suggestions were made for both researchers, policy makers and education faculties based on the mathematics teaching course.