Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID -19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study aimed at revealing the experiences of primary school teachers in online teaching during the COVID-19 pandemic with a particular focus on the difficulty in teaching different subjects such as mathematics and science. The participants were 12 primary school teachers working in different places (e.g., village and district) with various professional experiences in years (such as 1-10 years and 11-20 years). The data was generated through semi-structured interviews and analyzed by content analysis. The results revealed four main themes, namely guidance and support, planning and instruction, technical issues, and the use of technological tools. Since most of the results were contextual, it is suggested that schools provide some school-based training to support teachers and parents in this process. When the results of the research are evaluated, it is important that university teacher education departments provide comprehensive pedagogical support, especially for pre-service teachers who will be the teachers of the future and families to improve online learning.

Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which domains, if any, were open for development so that a course could be designed to meet these needs. The data was analysed thematically according to the TPACK sub-domains. The results showed that the pre-service teachers were confident in the areas of pedagogy knowledge, content knowledge, and pedagogical content knowledge (90% confidence) and open to improvement in the areas of technology, technological content, and technological pedagogy knowledge (70% confidence). As a result, we suggest creating a 14-week course to increase pre-service mathematics teachers' TPACK of these components in the hopes of bridging the knowledge gap identified in this study.

For a long time, research into students' geometry performance has been regarded as an essential research topic in mathematics. By outlining an innovative mathematics teaching model and offering sample lesson practices from geometry on how to implement the model in the Turkish setting, the purpose of this chapter is to give an international perspective on reform-based practice in mathematics teaching and learning. The chapter focuses on a model for teaching geometry classes that incorporates realistic, exploratory, technology-enhanced, and active (RETA) principles, as well as its implementations in Turkish middle schools. It presents the different approaches of teaching geometry, common geometry classroom practices in Turkey, the previous models leading to the RETA model, and finally, a review of the RETA model's principles together with their benefits and drawbacks followed by a discussion.

Currently, teaching with technology has become crucial. This case study investigated the beliefs and goals of four middle school mathematics teachers regarding a dynamic mathematics software: GeoGebra. The participants of the study were four mathematics teachers working in public middle schools in Turkey. The data was collected through semi-structured interviews, lesson observations and perceived technology, pedagogy and content knowledge surveys. Data analysis revealed a consensus on GeoGebra’s usefulness in teaching units that link geometry and algebra. Most of the participants integrated GeoGebra to provide students with an explorative environment in which students were supported with feedback. Teachers’ goals of using the software were found to be providing visual representations, facilitating students’ learning, increasing students’ engagement, as well as decreasing their workload and saving time. Moreover, teachers listed several challenges such as classroom management and lesson planning. Despite the challenges they faced, teachers were willing to integrate the software into their lessons. Therefore, complementary workshops were seemed to be necessary to overcome these challenges. These workshops might aim at providing the necessary 21st-century competencies for mathematics teachers to integrate the software into their lessons effectively.

The aim of this study is to describe countries' responses to the COVID-19 pandemic in K-12 education, with a particular focus on mathematics education. The cases in three countries (China, The United Kingdom, and Turkey, listed alphabetically) are described and then compared with each other. The findings showed that all three of the countries had intensive measures in education, all have a tendency to move a digital education including mathematics Education. While two of the countries took measures in health and education together, the other one presented the measures in education separate from the health measures. Hence, we found that despite the varied educational measures, and whether they are together with health or not, all of the countries in this study seem to work hard to provide students with the necessary education.