Evaluation of the probability teaching-learning process based on mathematics teachers' views

The purpose of this study is to evaluate the probability teaching-learning process based on the views of mathematics teachers. In the research case study which is one of the qualitative research methods was used. The participant group of the study consisted of eight secondary school, eight high school mathematics teachers and 66 students of these teachers determined by objective sampling. The research data were collected in three stages. In the first stage, teachers' views on the teaching-learning process of probability were obtained through semi-structured interviews. In the second stage, probability problems were given to the teachers and their solutions to the problems were obtained through semi-structured interviews. In the third stage, the probability problems solved by the teachers were also solved by 1 secondary school teacher's 27 students who were in the 8th grade and 1 high school teacher's 39 students who were in the 10th grade and the ways and methods used by the students in solving these questions were examined. The interviews with the participants were recorded with the voice recorder. Data obtained from the study were analyzed by open coding and axial coding methods. Teachers' teaching practices on probability were examined under planning, teaching process and assessment-evaluation categories. According to the results obtained from the first and second stages of the research, most of the teachers stated that the time allocated for the probability teaching are not enough to perform conceptual learning. High school teachers also point out that different objectives at different levels are causing problems in the teaching of probability. While secondary school teachers stressed the need to begin at an earlier age to probability teaching, high school teachers often said that they had to start with the high school level. In addition, teachers have emphasized the importance of concreting and have used examples and materials related to everyday life in order to concrete the subject. The results of the present study show that most mathematics teachers use probability formulas to carry out probabilistic procedures with ease. However, the teachers did not use the concepts of probability in the problems given in the second stage and they could not correlate these concepts to the problems. Teachers stated that they used routine question types in the probability teaching process and they reached correct solutions more in these questions. Moreover, teachers made more realistic predictions about their students' solutions in routine problems than non-routine problems.