An investigation into the students’ choosing mathematics as a teaching profession

Ertem Akbaş E., Cancan M.

Futuristic Implementations of Research in Education, vol.1, no.1, pp.49-59, 2020 (Peer-Reviewed Journal)


The profession of mathematics is known to be difficult in society (Çakır &

Akkaya, 2017). In this direction, in this study, it is aimed to determine the factors

that impact the choices of the students who are preparing for university exams and

considering to choose mathematics teaching department. In this study, where the

qualitative research method was adopted, the focus group interview was used as

the data collection technique. The focus group interviews aim to gain in-depth,

detailed and multidimensional qualitative information about the participants'

perspectives, experiences, interests, experiences, tendencies, thoughts,

perceptions, emotions, attitudes and habits on a given topic (Bowling, 2014;

Gibbs, 1997; Stewart & Shamdasani, 1990). The participants were selected by

purposeful sampling method among the students preparing for the university

exam. In the study, as a data collection tool, firstly, some of the questions included

in ‘the scale of the reasons for choosing the teaching profession’ prepared by

Özsoy, Özsoy, Özkara and Memiş (2010) were compiled and interview questions

were prepared. Afterward, the semi-structured interview form was used as the data

collection tool for the study. the findings show that the reasons for choosing

mathematics teaching profession could be examined under seven headings: The

impact of family and close environment, the impact of the teacher, the interest of

this profession in web-based examinations, the impact of job security, the impact of

students' ideals, the impact of whether the profession is suitable for them and the

needs of the education system and the desire to meet them. Besides, it was

determined that some of the students who prepared for the exam did not have any

negative thoughts about mathematics courses even though they interpreted

mathematics as a difficult course.