The opinions of classroom teachers working in multigrade classrooms on mathematics curriculum and its processing

Multigrade classrooms, a unique instructional model in which students from different grade levels are taught simultaneously by a single teacher, are commonly encountered in the rural regions of Turkey. This distinctive structure brings with it a variety of challenges in the teaching and learning process. Particularly in subjects such as mathematics, which require a progressive accumulation of knowledge, the applicability of the curriculum presents significant difficulties for teachers. The primary aim of this study is to examine the views of classroom teachers working in multigrade settings regarding the mathematics curriculum and its implementation in the classroom environment. The research was conducted using a qualitative research method, adopting a phenomenological design. A structured teacher interview form was used as the data collection tool, and interviews were carried out with classroom teachers working in different geographical regions. The data obtained were analyzed through content analysis, and the strengths and weaknesses of the program were systematically evaluated based on the teachers' experiences and observations. The findings of the study indicate that teachers do not find the mathematics curriculum fully compatible with the structure of multigrade classrooms. Time management, differences in student levels, lack of instructional materials, and insufficient flexibility within the curriculum were identified as the primary challenges faced by teachers. In line with these findings, the study concludes that the curriculum should be revised to better meet the needs of multi-level teaching environments. Keywords: Multigrade classroom, mathematics teaching, teacher views