Research Information System
Çukurova Üniversitesi Eğitim Fakültesi Dergisi, vol.51, no.2, pp.885-919, 2022 (Peer-Reviewed Journal)
In this phenomenology study, it was aimed to define middle-school mathematics teachers' perceptions about distance education. For this purpose, eight middle school mathematics teachers working in public schools in four different provinces of Turkey were included in the study. The data were obtained through a series of semi-structured interviews. The teachers' perceptions about the advantages and barriers of distance mathematics education and their feelings and general evaluations about this new method were defined by content analysis. As a result of the research, it was determined that the mathematics teachers believed that distance education offered some advantages for mathematics lessons, on the other hand, they highlighted the barriers it contained. They defined distance education as an inefficient method for mathematics lessons. In addition, it was determined that they have very negative feelings about distance education. In their distance mathematics lessons, it has been determined that they exhibit a teacher-centered teaching approach by using limited teaching material, yet they are generally satisfied with their distance mathematics teaching performance. It was determined that the teachers were not satisfied with the mathematics learning motivation and success exhibited by the students in the distance mathematics lessons.