The problems faced by teachers in secondary school mathematics teaching

The aim of this study is to determine the problems that are experienced in mathematics teaching according to the grades of the students in the secondary school and to collect the problems under the main headings. The universe of the research is composed of middle school mathematics teachers who work in the Central Districts of Şanlıurfa. The participants of the study consists of 228 teachers selected from 576 middle school mathematics teachers working in three central districts by random and stratified sampling method. Research is quantitative research and a survey of 24 items was used to collect data. In this study, specific survey questions were developed to reveal the problems encountered by secondary school mathematics teachers in terms of the grade levels they taught. Chi-square test was used for data analysis.The reliability of the questionnaire was measured as 0.93. According to the results of the research, female teachers stated to the students were affected negatively as a result of trying to prove themselves during the courses and they had positive views about instruction with test-oriented had negative effects on relating the content with life. Teacher with 4-6 experience of teacher reported to have problems more than the other groups did regarding seniority. Due to biological developmental problem the children had the teachers in groups of 1-3 and 4-6 years seniority had problems in students' involvement while the teacher with 7 and higher seniority did not report to have any problems. Students relations with opposite gender were reported to cause problems at 7th and 8th grades but not at 5th and 6th grades. Biological developmental factors were also thought to prevent students involvement at 5th, 7th and 8th grades while it was not mentioned for 6th graders. As a result, while the problems faced by teachers in mathematics teaching showed significant differences in terms of gender, professional seniority, and interviews with parents, there was no significant difference in terms of class level variable. The results were discussed in context of the literature and certain suggestions were developed.