Abstract:

The aim of this study is to identify the reasons that math teacher candidates attribute to their failures in mathematics courses. This study, designed as a qualification in order to thoroughly explore and identify the opinions of the teachers candidates on this subject, is a case study. The study observed the processing of mathematical field courses that are being given at the fourth grade in the middle school mathematical teaching program at a state university; the opinions of the teachers were also taken and the performance of the three teachers were determined as a working group of candidates. The data was collected through semi-configured interviews with the teachers candidates. The observation was carried out with the aim of determining the class-in-class performance of the students to be involved in the study in the field courses and in this context the basis for discussions. The data is analyzed using content analysis. The reasons that teaching candidates attribute to their failures in field courses are defined as "the department's curriculum", "the teaching element", "exams" and "student". Considering that the success of the mathematicians in mathematics courses will affect the importance they give to mathematics in their professional lives and the methods of teaching mathematics to students, it is important to identify the causes they attribute to their failure in these courses and to take measures to reduce these causes.

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