Challenges of Learning Mathematics for Elementary School Pupils in Jordan: A Teacher Perspective in Aqaba Educational Directorate
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Abstract
The current research aimed to identify the main challenges of learning mathematics for elementary school pupils in Jordan from the perspective of Jordanian public schoolteachers in the Aqaba directorate. The study participants were 82 teachers randomly selected from various schools. The survey study covered four main areas: a) teacher-related reasons, including the teacher's mastery of the subject and the use of teaching aids; b) learner-related reasons, indicating the level of self-motivation and the student's inclination towards mathematics; Results revealed various challenges for teachers with different experiences based on survey responses. The findings indicated that the scarcity of examples provided by teachers in class hinders learning and has an impact on the teaching of mathematics for elementary school students. Additionally, the results suggested that a lack of familiarity with the philosophy of teaching mathematics among teachers constitutes a barrier to learning mathematics. The student's relatively high inclination towards mathematics, along with the clarity of meaning for outcomes and content, and their understandability, constitutes a significant portion of challenges in teaching mathematics, with variations in the prevalence of each challenge. The study recommends acquiring conceptual knowledge needed for teaching strategies and focusing on the relationships between mathematical ideas.
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Challenges, Mathematics, Education, Elementary School, Mathematical Sciences
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