Mathematics Teachers' Views on Synchronous Distance Education

Abstract

The aim of this study was to determine the views of mathematics teachers who have conducted their lessons using synchronous distance education applications during the period of the COVID-19 pandemic about this form of education. The study was carried out as a qualitative case study. The working group consisted of 12 volunteer mathematics teachers who had been conducting their classes with synchronous distance education applications. Data were collected through a semi-structured interview. The content analysis method was used in the analysis of data. According to the teachers, synchronous distance education is advantageous in terms of use of technology, physical health, and time, while it has disadvantages including the lessons being tiring for teachers, problems with the technological tools and infrastructure, teachers' working hours being over-extended, a lack of communication and interaction, indifference from the students, and incomplete learning. It was concluded that the mathematics teachers preferred the face-to-face education model for their mathematics lessons, while a small number of them preferred the mixed model in which face-to-face education and distance education were combined.