Primary School Teacher Candidates’ Experiences of Resistance to Learning Mathematics: A Phenomenological Study
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Resistance to learning mathematics refers to individuals’ active or passive opposition to learning processes and the development of motivational barriers. This phenomenon is particularly common among preservice primary school teachers, who often experienced such resistance during their own schooling and must address it during their professional development to avoid transferring it to their future students. Understanding this experience is critical, as they shape future pedagogical practices and approaches to student resistance. This study aimed to reveal the structural essence of preservice teachers’ resistance to learning mathematics developed during their student years and its reflections on their future professional approaches. A phenomenological design was employed to explore the subjective meanings of lived experiences. The study group consisted of 15 fourth-year preservice primary school teachers enrolled in the Primary Education Department of a state university, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using content analysis following a reflective epoche process. Four core structural themes emerged. The findings indicate that resistance to learning mathematics is not merely a past academic issue but a significant affective legacy influencing future teaching practices.
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