The Challenges Facing Mathematics Teachers Pre-Service in the Abstract Algebra Course from their Point of View

Abstract

This study aims to find out the challenges facing mathematics teachers pre-service in the abstract algebra course from their point of view. The study relied on the descriptive and analytical method. The researcher prepared the questionnaire as a tool to achieve the goal of the study. The study sample was limited to (31) male and female fourth-level students. The study found a number of challenges that were classified into three domains, the most important of which was a superficial understanding of the abstract algebra vocabulary, as students resort to memorizing information only to achieve success. In view of the results of the study, the researcher recommended focusing on students’ conceptual and procedural understanding when teaching the course, because the course requires a deeper level of insight and development.