Competencies and opinions of classroom teachers towards mathematics course learning activities

This research aims to determine the competencies of primary school teachers working in public schools in Kütahya province in preparing mathematics course activities and to obtain their opinions about the activities. In this context, the study was conducted with 300 classroom teachers working in public schools throughout the province of Kütahya and 27 primary school teachers were selected among these teachers. The quantitative dimension of this study, which was conducted with the convergent parallel mixed design method in which the opinions of classroom teachers about their competence in mathematics lesson learning activities were discussed, is a scale data collection tool; In the qualitative dimension, the interview was carried out with a data collection tool. A causal explanatory design was used in the quantitative dimension of the research, and a basic qualitative design was used in the qualitative dimension. While the sample group in the quantitative dimension of the research was 300 classroom teachers working in the province of Kütahya in the 2022-2023 academic year, the sample group in the qualitative dimension consisted of 27 teachers determined through criterion sampling, one of the purposeful sampling methods, among the 300 teachers in the quantitative research sample group. While the scale to determine the mathematical activity competencies of classroom teachers developed by Su Özenir al. (2018) was used to obtain data in the quantitative dimension of the research, a seven-question interview form developed by the researchers was applied in the qualitative dimension. It was concluded that classroom teachers' proficiency levels in mathematics lesson learning activities were high. Significant differences were found in terms of gender, professional seniority, working area and grade level. In the qualitative dimension, teachers' opinions about the concept of mathematical activity were taken, and it was concluded that classroom teachers turned to ready-made activities and expressed positive opinions about participating in in-service training on mathematical activities.