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The aim of this study is to determine elementary mathematics teachers’ thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the town of Bulancak in the academic years of 2010-2011. As a means of data collection, a semi-constructed interview form was used in the study. The data obtained were analyzed through the content-analysis-technique. The data obtained from the study indicated that primary-school mathematics teachers were faced with such problems in the courses of school-experience and teacher-practice as experience, the physical structure and managerial affairs of the school,  observation, teaching-learning process, measurement and assessment, duration, communication and worry. The data also showed that the courses of school-experience and school practice they took during their school-years provoked their interest in their jobs, provided them with a close observation of a school, its classrooms and students.   Key words: School experience, teacher practice, mathematics teacher, pre-service education.

The effect of the courses of school experience and teaching practice on primary school mathematics teachers