An evaluation of mathematics teachers’ beliefs, teaching methods, and competencies regarding students with mathematics learning difficulties

Abstract

Students who struggle with mathematics generally face ongoing difficulties in understanding mathematical terms, applying operational knowledge, and developing problem-solving skills. In this process, teachers’ attitudes, teaching methods, and professional competence play a significant role in shaping students’ mathematics learning experiences. This study aims to examine mathematics teachers’ perceptions, teaching methods, and the challenges they face regarding students with mathematics learning difficulties, based on their professional experiences. The research was conducted using a qualitative case study design. The participants consisted of 20 middle school mathematics teachers working in public middle schools in Türkiye’s Eastern Anatolia Region. The data were obtained through semi-structured interviews and evaluated using the content analysis technique. The findings revealed that teachers identified difficulties in mathematics learning based on the retention of prior knowledge, problem-solving skills, conceptual understanding, and deficiencies in basic mathematical operations. The teachers also noted that negative attitudes toward mathematics, lack of motivation, and low self-confidence had negative repercussions on students’ learning processes. In terms of teaching methods, the teachers generally employed approaches such as concrete materials, personalized instruction, technology-supported activities, and peer-assisted learning to strengthen students’ mathematics skills. Nevertheless, many teachers point out that they lack the necessary knowledge, professional training, and self-confidence to provide effective and systematic support to students who struggle with mathematics. Research findings highlight the importance of assessing mathematics learning difficulties from a multifaceted perspective that considers a combination of cognitive, emotional, and instructional factors. Furthermore, strengthening practice-oriented professional development programs can enhance teachers’ competencies and contribute to a more inclusive and effective mathematics education.