Akademik Veri Yönetim Sistemi
Springer International Handbooks of Education, Springer Nature, ss.275-303, 2026
A picture of the problems and challenges of the mathematics teachers as a country of Global South is explored through a systematic review of the literature. Studies for review were chosen based on a criterion sampling technique. Google Scholar, google Akademik, and WOS were searched for keywords: “Global South,” “mathematics classroom,” “mathematics,” and “math teacher problems in Turkey.” The inclusion criteria were research-related full-texts on the topic. Studies dated 2014–2024 were selected for review. Results indicate that problems of mathematics teachers in Turkey are based on the following terms: students, profession, and society. Classroom culture, pedagogy, inclusiveness, and big tests are student-based problems that teachers face. Regarding profession, the transition from university education to practice is the most problematic part and leads to economic and political problems. Economic problems include a lack of technological infrastructure, low salaries, and deficits in compensation. Politics are important since they continuously change, and the role in decision-making becomes a need in centralization and during political challenges. From the perspective of society, marginalization of some groups, internationalization, and sustainability are major problems to consider. All these problems take place in the large-scale educational reforms in which teachers are supposed to get relief. These problems look global. Three-armed Turkey of the global south (one in Europe, one in Middle East, and one in Asia) can be a very good example of global problems and solution strategies. Hence, Turkey needs special attention among the countries of the Global South where each balance shatters and is rebalanced in mathematics teachers’ lives.