Evaluation of Post-Earthquake Mathematics Education Processes By Mathematics Teachers In The Region: Kahramanmaraş Case

Abstract

This study aims to examine the post-earthquake mathematics education processes in Kahramanmaraş from the mathematics teachers’ perspective working in the same region. For this purpose, a purposive sampling method was used and six mathematics teachers who volunteered to participate in this study were interviewed among the mathematics teachers who performed educational activities in public schools in the Kahramanmaraş region both before and after the earthquake. A semi-structured interview form was used during the interviews. In the interview form, in addition to the questions about demographic characteristics, the question "How were the education and training processes carried out after the earthquake?" was asked and the teachers shared their experiences and observations. Phenomenological design, one of the qualitative research methods, was adopted as the research design because it was appropriate for the purpose of this study. Content analysis was employed for data analysis. The analyses were conducted with the MAXQDA Analytical Pro 2022 program. The findings were grouped under six salient themes: starting classes, motivation for the educational process, the process of 8th-grade students, teaching materials and supplies, measurement and evaluation activities, and students' school attendance. Among these themes, there were three sub-themes under the starting classes theme: start dates of classes, feelings when attending classes and activities during classes. Under the theme of motivation for the educational process, there were two sub-themes: difficulty getting motivated and becoming motivated easily. Under the theme of the process of 8th-grade students, there were two sub-themes: came to a complete standstill and continued from where it left off. There were no sub-themes in the other three themes. Teachers mostly made discourses on the themes of opening schools and being motivated for the education process.

Keywords

• Earthquake
• mathematics education
• post-earthquake education

References

1. Agnew, S., & Hickson, S. (2012). Using online assessment to replace invigilated assessment in times of natural disaster: Are some online assessment conditions better than others? Journal of Open, Flexible and Distance Learning, 16(1), 1-13. https://doi.org/10.3316/INFORMIT.383530689612541
2. Arslan , M. (2023). The problems faced by school principals after the 6 february Kahramanmaraş earthquake and the suggestions for solutions for these problems. International Journal of Social Humanities Scıences Research, 10(97), 1550-1559. https://doi.org/10.5281/zenodo.8200750
3. Başarır, C. (2023). Çocuklarda Kayıp ve Yas. [Loss and Grief in Children] Psikologmerkezi. Retrieved from: https://psikologmerkezi.com/blog/cocuklarda-kayip-ve-yas
4. Bird, D., Ling, M., & Haynes, K. (2012). Flooding Facebook-the use of social media during the Queensland and Victorian floods. The Australian Journal of Emergency Management, 27(1), 27-33. https://doi.org/10.3316/ielapa.046814266005608
5. Brown, M., Brown, P., & Bibby, T. (2008), I would rather die: Reasons given by 16-years-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3-18. https://doi.org/10.1080/14794800801915814
6. Creswell, J. W. (2013). Qualitative inquiry and research design : Choosing among five approaches (3rd edition b.). Thousand Oaks: CA: Sage.
7. Creswell, J. W. (2016). Araştırma Deseni Nitel, Nicel ve Karma Yöntem Yaklaşımları [Research Design Qualitative, Quantitative and Mixed Method Approaches]. Ankara: Eğiten Kitap.
8. Dabner, N. (2012). “Breaking ground” in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. Internet and Higher Education, 15(1), 69–78. https://doi.org/10.1016/j.iheduc.2011.06.001

9. Denzin, N. K. (1978). The research act: a theoretical introduction to sociological methods. NY: McGraw-Hill.
10. Deuchert, E., & Felfe, C. (2015). The tempest: Short-and long-term consequences of a natural disaster for children׳ s development. European Economic Review, 80, 280-294. https://doi.org/10.1016/j.euroecorev.2015.09.004
11. ERO (Education Review Office). (2013). Stories of resilience and innovation in schools and early childhood services Canterbury earthquakes: 2010–2012. Wellington: Author.
12. Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252. https://doi.org/10.1007/BF02765185
13. Holloway, I., & Wheeler, S. (1996). Qualitative research for nurses. Oxford: Blackwell Science Ltd.
14. İlgar, S. C., & İlgar, M. Z. (2014). Nitel veri analizinde bilgisayar programları kullanılması. İZÜ Sosyal Bilimler Dergisi/IZU Journal of Social Science, 3(5), 31-78. Retrieved from: https://openaccess.izu.edu.tr/xmlui/bitstream/handle/20.500.12436/159/Nitel%20Veri%20Analizinde%20Bilgisayar%20Programlar%c4%b1%20Kullan%c4%b1lmas%c4%b1?sequence=3&isAllowed=y
15. Lazarus, P., Jimerson, S., & Brock, S. (2002). Natural Disasters. P. J. S. E. Brock içinde, Best Practices in School Crisis Prevention and Intervention (s. 435-450). Bethesda, MD: NASP Publications.
16. Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., . . . Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of Psychologists and Counsellors in Schools, 27(1), 1-23. https://doi.org/10.1017/jgc.2016.17
17. MacGeorge, E. L., Samter, W., Feng, B., Gillihan, S. J., & Graves, A. R. (2007). After 9/11: Goal disruption, emotional support, and psychological health in a lower exposure sample. Health Communication, 21(1), 11–22. https://doi.org/10.1080/10410230701283272
18. Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: what can we learn from the literature? Pastoral Care in Education, 32(1), 5-22. https://doi.org/10.1080/02643944.2014.880123
19. Patton, M. Q. (2002). Qualitative research & evaluation methods: Integrating theory and practice. Thousand Oaks, CA: Sage.
20. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. CA: Sage.
21. Richardson, S. K., Richardson, A., Trip, H., Tabakakis, K., Josland, H., Maskill, V., . . . McKay, L. (2015). The impact of a natural disaster: Under-and postgraduate nursing education following the Canterbury, New Zealand, earthquake experiences. Higher Education Research & Development, 34(5), 986-1000. https://doi.org/10.1080/07294360.2015.1011099
22. Sharts-Hopko, N. C. (2002). Assessing rigor in qualitative research. Journal of the Association of Nurses In Aids Care, 13(4), 84-86. http://dx.doi.org/10.1016%2FS1055-3290(06)60374-9
23. Smith, J. A., & Shinebourne, P. (2012). Interpretative phenomenological analysis. H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher içinde, APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (s. 73–82). American Psychological Association. https://doi.org/10.1037/13620-005
24. Wolmer, L., Laor, N., & Yazgan, Y. (2003). School reactivation programs after disaster: could teachers serve as clinical mediators? Child and Adolescent Psychiatric Clinics, 12(2), 363-381. https://doi.org/10.1016/S1056-4993(02)00104-9
25. Yamamoto Telli, G., & Altun, D. (2023). The Indispensability of Online Learning After Earthquake in Türkiye. Journal of University Research, 6(2), 125-136. https://doi.org/10.32329/uad.1268747