Özet:

The aim of this research is to determine which concrete materials are used by the mathematics teachers by taking the views of the teachers about the use of concrete teaching materials, what kind of advantages and disadvantages usage of concrete materials have in terms of students, the difficulties experienced during their usage and determining the factors and reasons that disrupt their usage, and also to investigate the self-efficacy perceptions of teachers designing and using concrete teaching materials. For this purpose the research has been carried out with the case study, one of the qualitative research designs. The data of the study was collected from a semi-structured interview form consisting of eleven open-ended questions and based on volunteerism from 100 secondary and 100 high school mathematics teachers. The obtained data was analyzed by content analysis method. As a result of the research, it was determined that the vast majority of participants thought that the use of concrete teaching material in mathematics teaching was necessary. It has been seen that according to teachers, usage of concrete materials concretize abstract concepts, help to discover concepts, provide permanent learning, and facilitate learning. However, it has been found that the teachers face problems such as time loss when concrete teaching materials are used, failure in classroom management, inadequate number of materials, and difficulty in introducing the material to the students. It was also determined that the majority of teachers showed a positive attitude towards using concrete material in their mathematics lessons and that although the self-efficacy was found high, the use of concrete material in the lessons of high school by mathematics teachers was low and the majority of these teachers used geometric objects as teaching material.

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