Evaluation of Teachers' Opinions on Mathematics Teaching Methods

Abstract

This study was designed as a qualitative case study aiming to explore in-depth teachers' perspectives on the instructional methods employed in mathematics teaching. The study group, selected via purposeful sampling, comprised nine mathematics teachers (seven high school, two middle school) serving in different schools. Data were gathered during the 2024-2025 spring semester through face-to-face interviews, using a semi-structured interview form developed by the researchers. The gathered data were systematically analyzed using inductive content analysis, and the resulting findings were thematically classified to reveal the multidimensional dynamics of the instructional process. The findings revealed that teachers employ a combination of traditional, constructivist, and problem-based methods in mathematics instruction. Student characteristics, topic content, and lesson duration were prominent among the most influential factors in their choices of instructional methods; meanwhile, environmental factors such as class size and socio-psychological conditions were also identified as determining factors. The primary learning difficulties students faced included inadequate readiness, deficiencies in prerequisite topics, low motivation, and systemic curricular issues. To counter these challenges, teachers adapt their strategies, resorting to practices such as reviewing topics, modifying their methods, and simplifying instructional materials. It was also determined that teachers, while sensitive to dimensions such as learning retention, individual differences, and motivation, require receiving education in technology-enhanced and innovative teaching approaches.