Investigation of selection and teaching processes of the elective mathematics course

The aim of this study is to investigate the selection and teaching processes of the Elective Mathematics Course (SMU) according to the opinions of mathematics teachers who instruct the course and students, which take the course. The qualitative research approach is considered on the research process and case study is chosen as research design pattern. The study was carried out with mathematics teachers and the students in the public schools of the 2014-2015 academic years in Düzce. Data was collected through interviews and focus group interviews and content analysis method is used to interpret data. During the analysis the data was coded and examined in detail in order to reach general themes. The research findings interpreted and compared with the literature. The results show that, according to teachers the SMU course is a necessary course which supports the work of the teacher in mathematics class, also supports students in terms of skills development, affective and cognitive development but is not a necessary course in terms of students' perception of the math, teachers' attitude about the course, lack of infrastructure, relevance of content and the aim of the lesson. According to students SMU is a necessary course such that it has a different content from math, helps preparation for the exams such as TEOG, increases success in math, supports students in terms of affective and cognitive development but is not a necessary course in terms of students' perception about the course, lack of infrastructure and relevance of the course. According to the results, during the selection process of the SMU course students appeared unable to select courses according to their interests and desires and in many cases they cannot put their free will. The reasons for selecting the SMU course are the value given to the mathematics, interest or love, support need for the mathematics, the need for preparation to TEOG and desire of the parents and decisions of school administration. According to results in most cases SMU course is not conducted according to objectives of the curriculum. Moreover teachers and students have confusion about whether it is independent from the basic mathematics or not. It is also appeared that some of the negative opinions regarding the necessity of the SMU arise or associated with the teaching and learning processes of the course. Results showed that SMU, which is an applied course, is not evaluated according to alternative assessment approaches but by conventional methods such as written exams. Also because of the requirements of the curriculum are not fulfilled in order to meet the necessities of the student-centered education, learning outcomes are not at the desired level and student expectations are not being met. In this study, teachers have suggested some ideas for the development of SMU in terms of the curriculum, resources and materials, the quality of teachers, election process and for the teaching learning processes in order to increase efficiency of the course. According the results of the study the researcher suggests that teachers, students and families should be informed about SMU and an orientation according to election process of SMU should be given in a detailed scheme. Moreover, students should be classified according to their motivation for the course, content must be enriched and curriculum should be revised, the SMU should be assessed with alternative assessment methods and the SMU should be considered as a part of the basic mathematics course not as a separated lesson. Also the quality and number of the teachers should be increased, the infrastructure of the schools should be improved and more effective course materials should be supplied.