Matematik Öğretmenlerinin Gözünden Uzaktan Eğitim

Mathematical Modeling in Online Learning Environments: Student Challenges

“…The negative reflection of these difficulties on the OMM process has turned the process into a more challenging experience for some students. Similar findings indicating that mathematics courses taught in online learning environment involve some technical difficulties for students have been expressed in different studies (Coşkun Şimşek et al, 2022;Tonbuloğlu and Çukurbaşı, 2023). This result suggests that technical difficulties arise due to the online learning environment regardless of mathematical model eliciting activities.…”

Ortaokul Matematik Öğretmenlerinin Bakış Açısıyla Uzaktan Eğitim

“…For this purpose, a series of semi-structured interviews were conducted with the participating teachers. In these interviews, the teachers talked about the various advantages that distance education offers to teachers and students in mathematics lessons, in line with the findings in the literature (Batdal-Karaduman et al, 2021;Borba et al, 2016;Coşkun-Şimşek et al, 2022;Khirwadkar et al, 2020;Kilit & Güner, 2021;Tican & Toksoy-Gökoğlu, 2021). Among these advantage definitions, the teachers highlighted the general advantages of distance education such as providing a comfortable learning-teaching environment to teachers and students and providing equal opportunities in learning, and they did not define any advantage specific to mathematics teaching.…”

“…In the study conducted by Almanthari et al (2020), it was determined that high-school mathematics teachers experienced significant challenges while conducting distance mathematics lessons during the pandemic and, unlike this research, they highlighted student-related barriers. In another study conducted with high school mathematics teachers by Coşkun-Şimşek et al (2022), the teachers stated that distance education cannot replace face-to-face education and this new method can only be used to support face-to-face education. The teacher perceptions determined in studies (Aksu, 2021;Kilit & Güner, 2021;Sengil-Akar & Kurtoglu-Erden, 2021;Tican & Toksoy-Gökoğlu, 2021) conducted with middle-school mathematics teachers also point to similar findings.…”

“…Despite these positive evaluations, the middle-school mathematics teachers in these studies stated that distance education is insufficient in providing intensive communication between students, which is necessary for an effective mathematics learning-teaching process, in receiving rapid feedback from students, in providing effective feedback to students, in performing activities that will embody mathematical concepts, and in using concrete materials. Due to these limitations, they defined distance education as an inadequate method for mathematics lessons (Aksu, 2021;Batdal-Karaduman, Akşak-Ertaş, & Duran-Baytar, 2021;Coşkun-Şimşek, İnam, Yebrem-Özdamar, & Turanlı, 2022;Kilit & Güner, 2021;Sengil-Akar & Kurtoglu-Erden, 2021;Tican & Toksoy-Gökoğlu, 2021). They highlighted the technological deficiencies (difficulty of accessing technological tools and the Internet, etc.)…”

Teachers in Math Lessons in the Digital Age: The Real Face of Distance Education

“…Teachers also stated that they mostly used homework assignments and online tests in assessment evaluation. Similarly, they stated that they conducted assessment and evaluation through homework assignments and used tests and exercises in the DE process; (Özgül, Yıldız, & Ceran, 2020;Dere & Cankaya, 2022;Coşkun Şimşek et al, 2022). On the other hand, Adıgüzel and Adıgüzel (2020) stated in his study that the participants applied for openended written exams because they were the most appropriate and applicable in the pandemic process.…”