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Deringöl, Yasemin
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Perspectives on Mathematics: Insights from Primary School Students, Parents, and Teachers Deringöl, Yasemin; Değirmenci, Tuğçe
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.86441

Abstract

This study investigates the perceptions of primary school students, their parents, and primary school teachers regarding the concept of mathematics. The research was motivated by the need to understand how different stakeholders in primary education cognitively and effectively relate to mathematics, which significantly influences students’ long-term attitudes and success in the subject. The objective was to explore how mathematics is defined and emotionally experienced across these groups. Using a qualitative research design, data were collected through semi-structured interviews with a working group composed of primary school students, parents, and teachers. The data were analyzed thematically. Findings revealed that while most primary school students expressed a liking for mathematics, this percentage was slightly lower among parents. Teachers showed the highest rate of positive attitudes toward mathematics, with nearly all reporting a strong enjoyment of teaching it. Regarding conceptualizations of mathematics, most responses aligned with the Cognitive Domain, particularly within the sub-themes “Numbers and Operations” and “Mathematics is part of daily life.” In contrast, negative affective responses were more prevalent among students and parents, while teachers predominantly expressed positive emotions. The study concludes that fostering a connection between mathematics and real-life contexts is essential. Both teachers and parents should play an active role in nurturing positive mathematical experiences in children to support the development of mathematically competent individuals.
Problem-Posing Activities in Primary School Mathematics Textbooks in Russia and Azerbaijan Deringöl, Yasemin; Guseinova, Elvira
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.44863

Abstract

Textbooks are one of the learning mediums. The activities in mathematics textbooks and qualities of these activities are of paramount importance. Problem-posing is one of the activities in these textbooks. Many researchers emphasize that examination of textbooks is important in explaining student success. The purpose of this study was to examine the problem-posing activities in the primary school mathematics textbooks in Russia and Azerbaijan. To this end, these textbooks were analysed and compared by content analysis according to the aforementioned countries and years. It was found out that there were more problem-posing activities in Russian textbooks than Azerbaijani textbooks in terms of both number and variety. In addition, it is considered that the number of problem-posing activities in textbooks should be increased and these problem-posing activities should be diversified.
Co-Authors Değirmenci, Tuğçe Guseinova, Elvira