Obstacles to Teaching Mathematics from the Perspective of Mathematics Teachers and Their Students in Distinguished Schools from Several Axes “Field Study”

Obstacles to Teaching Mathematics from the Perspective of Mathematics Teachers and Their Students in Distinguished Schools from Several Axes “Field Study”

Dr. Asmaa Fawzi Hasan Al-Tameemi asma.fo.2014@gmail.com

Abstract

The current research aims to identify obstacles to teaching mathematics from the perspectives of both math teachers and their students in distinguished schools across several axes (subject matter, student, teacher, school administration, school environment). Focusing on the academic year 2023-2024, the research employed a descriptive analytical approach, involving all math teachers and their students in distinguished schools affiliated to Baghdad Education Directorate / Karkh 2. The researcher developed a research tool consisting of the following areas: subject matter (15 items), school administration (15 items), school environment (15 items), and student (15 items), totaling 60 items from the teachers’ perspective. Additionally, the areas from the students’ perspective included: subject matter (15 items), school administration (15 items), school environment (15 items), and teacher (15 items), also totaling 60 items. After establishing the validity, reliability, and distinguishing power of the tool, it was ready for application to a sample of 24 teachers and 530 students from distinguished schools. Following data collection, several obstacles were identified that received a percentage of 75% or more, indicating real issues that need addressing. Among the results, the top obstacle in the mathematics textbook content from the teachers’ perspective was “the intensive curriculum content with scientific items” at 89%, while from the students’ perspective, the primary obstacle was “the difficulty of understanding the scientific material presented in the textbook for students on their own,” which received a response rate of 90%. The researcher provided a number of recommendations and suggestions.

Key words: obstacles, mathematics subject, distinguished schools.

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