Teachers’ Attitudes and Opinions on Mathematics Lessons Conducted With Distance Education Due to Covid-19 Pandemic

Demir, Barış; Yılmaz, Gül Kaleli; Çelik, Hülya

doi:10.17718/tojde.1002812

Cited by 6 publications

(9 citation statements)

References 12 publications

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“…Results also reveal various views and opinions of participants towards distance education. Just like the results of the study of Demir et al (2021), this study also shows flexible learning as one of the benefits of distance education, and technical problems and learning quality to be among the problems encountered. Likewise, divided insights were noted on the effectiveness of distance education towards academic achievement and attitude.…”

Section: Discussionsupporting

confidence: 62%

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

Simbulas

Talde

2022

Pedapub

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This study investigated the positive and negative experiences of English instructors during the COVID-19 pandemic in Philippine context. Specifically, this study sought to reveal their thoughts, insights, and attitudes through the embodied metaphors evident in their narratives. Specifically, this study aimed to: identify the positive and negative experiences of English instructors thematically; determine the embodied metaphors used to highlight the positive and negative experiences of the English instructors; and ascertain the views of English instructors towards their teaching experiences in the time of the pandemic. This study utilized written narratives and the responses were analyzed through thematic analysis, content analysis, and Likert scale score. Findings reveal three themes for positive experiences: optimization of skills and abilities; development of character; and increased opportunities. On the other hand, two themes were found for the negative experiences: lack of resources and difficulty in the teaching-learning process. Furthermore, the participants’ narratives contained 16 metaphors: jungle, force, game-changer, underprivileged, stones, heart, fumes, technology, browser, sinkhole, challenge, myth, episode, taboo, thing, and clam. Moreover, independent learning and flexible learning were mentioned to be the benefits of distance education, whereas the use of technology, learning quality, and learning environment were the problems encountered. However, positive, partially positive, and negative views were found to have described the instructors’ teaching experiences during the pandemic. In general, it is concluded that despite the hurdles encountered during the pandemic, instructors were still able to overcome the challenges and demands of the new learning environment.

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Section: Discussionsupporting

confidence: 62%

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

Simbulas

Talde

2022

Pedapub

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“…From this perspective, in an environment where teacher–student interaction is more limited (OLE), teachers can be considered to have a more-dominant role in managing the teaching process. The greatest limitation of online classes compared with face-to-face classes is the lack of interaction (Borba et al, 2018 ; Demir et al, 2021 ; Trenholm & Peschke, 2020 ). In fact, it is possible for the student to take the floor and generate examples to carry out solutions on the virtual board in the OLE, which in short means that the lectures are interactive.…”

Section: Discussionmentioning

confidence: 99%

“…Apart from advantages, the difficulties encountered during the mathematics teaching process in the OLE also are discussed in the literature. For instance, when Demir et al ( 2021 ) examined the attitudes and opinions of the teachers in mathematics lessons conducted with online education during the first year of Covid-19 pandemic, they determined that teachers had difficulties, especially with technical problems and lack of interaction. It was also reported in the literature that interaction is limited when teaching mathematics in the OLE, communication tools are insufficient and gestures/facial expressions cannot be observed (Trenholm & Peschke, 2020 ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Since the day Covid-19 started, many countries decided to switch from traditional to online education for different classroom levels (from K–12 to postgraduate level). After the outbreak of the pandemic, more emphasis has been put on how online learning environments can be used more effectively in the transition process between textbook, teacher and student knowledge (Demir et al, 2021 ; Rapanta et al, 2020 ; Sevimli et al, 2022 ). Because the discipline of mathematics has an abstract nature and accumulated knowledge structure, as well as requiring problem-solving processes, the content preferences of teachers in the Online Learning Environments (herein after OLE) can differ according to the Face-to-Face Learning Environments (herein after FLE).…”

Section: Introductionmentioning

confidence: 99%

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Exemplification process in online education: a longitudinal study of mathematics teachers

Sevimli

2022

Learning Environ Res

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The examples used in the teaching–learning process of mathematics have a crucial role in fostering conceptual understanding, and some variables can affect instructors' qualified example usage. This longterm study focused on mathematics teachers’ exemplification process in face-to-face and online learning environments. In this regard, the change in examples used by mathematics teachers were evaluated in terms of content preparation and presentation during the shift from face-to-face lectures to online classes. A longitudinal design was used in the study and the teaching processes of 14 middle-school mathematics teachers were observed over two semesters. Observation notes, course documents, and semi-structured interview data were analyzed, and content analysis findings were presented through descriptive statistics in order to compare content preferences in two different learning environments. The use of worked examples decreased, while the use of conceptual examples increased with the shift from face-to-face lectures to online classes. Also the length of time devoted to examples in online classes decreased, and examples were more teacher-centered. The interview revealed that mathematics teachers need support in terms of example preparation and presentation aspects in online learning environments. The other technological-pedagogical competencies that teachers might need to choose qualified examples in different teaching–learning environments are discussed in the light of relevant literature.

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“…Educators can improve the learning process from anywhere and encourage the participation of the students at any time by building educational web applications (Halvoník & Psenak, 2021;Huang & Zhu, 2021;Rodriguez-Lora & Herrera-Caballero, 2021). Likewise, web tools allow the autonomy of the students during the educational process (Demir, Kaleli-Yilmaz, & Sert-Celik, 2021;Fan et al, 2021;Tawafak, Alfarsi, & Jabbar, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

Salas-Rueda¹,

Ramírez-Ortega²,

Alvarado-Zamorano³

2022

JL4D

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SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARS-CoV-2 virus through the design and construction of web applications.

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Teachers’ Attitudes and Opinions on Mathematics Lessons Conducted With Distance Education Due to Covid-19 Pandemic

Cited by 6 publications

References 12 publications

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

Exemplification process in online education: a longitudinal study of mathematics teachers

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

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