Distance Education from the Perspective of Middle School Mathematics Teachers

Year 2022, Volume: 51 Issue: 2, 885 - 919, 31.08.2022

Erhan Bozkurt Elif Seval Peker

https://doi.org/10.14812/cuefd.941371

Abstract

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.

Keywords

Distance Education, Mathematics Education, Mathematics Teacher, Covid-19

Ortaokul Matematik Öğretmenlerinin Bakış Açısıyla Uzaktan Eğitim

Abstract

Bu fenomenoloji araştırmasında ortaokul matematik öğretmenlerinin uzaktan eğitim yöntemine ilişkin algılarının tanımlanması amaçlanmıştır. Bu amaçla araştırmaya Türkiye’nin dört farklı ilindeki devlet okullarında görev yapmakta olan sekiz ortaokul matematik öğretmeni dâhil edilmiştir. Araştırmada veriler yarı yapılandırılmış bir dizi görüşme aracılığıyla elde edilmiştir. Veriler üzerinde içerik analizi yapılarak öğretmenlerin uzaktan eğitim yönteminin matematik dersleri için içermiş olduğu avantajlara ve engellere ilişkin algıları ve bu yeni yönteme yönelik duyguları ve genel değerlendirmeleri tanımlanmıştır. Araştırma sonucunda matematik öğretmenlerinin uzaktan eğitimin matematik dersleri için bir takım avantajlar sunduğuna inandıkları, buna karşın daha çok içermiş olduğu engelleri ön plana çıkardıkları tespit edilmiştir. Öğretmenler, uzaktan eğitimi matematik dersleri için verimsiz bir yöntem olarak tanımlamışlardır. Ayrıca uzaktan eğitime yönelik oldukça olumsuz duygulara sahip oldukları tespit edilmiştir. Uzaktan matematik derslerinde, sınırlı öğretim materyali kullanarak öğretmen merkezli bir öğretim anlayış sergiledikleri, buna karşın uzaktan matematik öğretme performanslarından genel anlamda memnun oldukları belirlenmiştir. Öğrencilerin uzaktan matematik derslerinde sergilemiş oldukları öğrenme motivasyonu ve başarısından ise memnun olmadıkları tespit edilmiştir.

Keywords

Uzaktan Eğitim, Matematik Eğitimi, Matematik Öğretmeni, Kovid-19

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