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Using a qualitative case study approach, the research involves 52 mathematics teachers from public and private schools across different regions of Turkey in the 2020-2021 academic year. Convenience sampling selects participants, semi-structured interviews collect data, and content analysis organizes findings. Results highlight curriculum adjustments for visualization, heavy reliance on textbooks and smart board applications, and challenges largely linked to internet access and insufficient infrastructure and devices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-views-about-mathematics-instruction-during-the-covid-19-pandemic/588246/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-views-about-mathematics-instruction-during-the-covid-19-pandemic/588246.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method is used to examine teachers’ experiences?","Question",{"text":112,"@type":113},"The study uses a qualitative case study approach. Data are collected through semi-structured interviews and analyzed using content analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected for the study?",{"text":117,"@type":113},"Convenience sampling was used to determine 52 secondary school mathematics teachers from public and private schools across different regions of Turkey.",{"name":119,"@type":110,"acceptedAnswer":120},"What problems do teachers report most often during distance mathematics instruction?",{"text":121,"@type":113},"Teachers most often encounter issues related to internet access and note that students and teachers lack necessary infrastructure and devices with internet access.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588246,1792896552,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","TEACHERS’ VIEWS ABOUT MATHEMATICS INSTRUCTION  \nDURING THE COVID-19 PANDEMIC  \nAhsen Seda BULUT  \nAbstract: The aim of this study is to examine the experiences of secondary school mathematics teachers facing with the distance education process for the first time due to COVID-19 regarding the mathematics lessons. Therefore, this study employs a case study, which is one of the qualitative research types. The study is conducted with 52 secondary school mathematics teachers working at public and private schools in different regions of Turkey during the 2020-2021 academic year. Convenience sampling method is used to determine the participants. In addition, semi-structured interview technique is used. Finally, content analysis is used during data analysis.  \nThe results reveal that (i) the curriculum should be arranged in a way that will increase visualization and integrate it into interactive programs that will make the student more active , (ii) the teachers hold the instruction mostly by using textbooks and smart board applications, (iii) using direct instruction and question-answer methods, the teachers indicate that they mostly encounter problems about internet access, and (iv) the teachers draw attention to the problem that students and teachers are not provided the necessary infrastructure and that they do not have devices with internet access. Thus, the teachers conclude that these problems should be solved first in order to manage the distance education process efficiently.  \nKey words: distance education, mathematics instruction, mathematics teachers, COVID-19.  \n1. Introduction  \nDistance education is institution-based formal education where (i) the learning group is distinguished and (ii) interactive communication systems are utilized to connect instructors, learners, and resources (Schlosser & Simonson 2009) . Moore and Kearsley (2011) defined distance education as a planned, open-access way of teaching and learning that requires specific instructional designs and technologies in which learners and instructors are in different environments. Distance education is carried out through using synchronous, asynchronous, or mixed methods. Synchronous learning is conducted as live lessons that teachers and students can connect online. The asynchronous distance education model, on the other hand, is a model in which students can follow the previously recorded course videos independently and individually. The mixed distance education model includes both synchronous and asynchronous distance education models (Özen Savran & Bilgin, 2020) .  \nThe coronavirus pandemic (Ministry of Health, 2020), which was first announced by the World Health Organization (WHO) on December 31, 2019 and which was named as the novel coronavirus disease (COVID-19), spread rapidly and adversely affected many countries’ health system, education system and economy. Various measures such as postponing travels, curfews and quarantine practices were taken to prevent the pandemic in almost all over the world. Thus, educational practices and activities were interrupted and restricted. At least 91% of the students worldwide were affected by the school shutdowns (United Nations, 2020) due to the coronavirus causing the largest educational disruption in history and affecting approximately 1.6 billion students in more than 190 countries and on all continents (Yıldız & Akar-Vural, 2020) . Distance education practices have been the compulsory choice of countries during pandemic process in order to ensure the perpetuation of educational activities (Özer & Suna, 2020) . In line with the measures taken in Turkey, as of March 23, 2020, distance education has been initiated at all levels of schools within the Ministry of National Education. Television channels started broadcasting for primary, secondary, and high schools. Synchronous lessons were held by creating live classes via the Education Informatics Network (EBA) platform. Besides, students were ensured to watch async","cbCaighEaLReA9VB","https://ap.wps.com/l/cbCaighEaLReA9VB","pdf",341717,14,"English","# Introduction\n## Distance education concepts and context during COVID-19\n## Mathematics and distance education","[{\"question\":\"What research method is used to examine teachers’ experiences?\",\"answer\":\"The study uses a qualitative case study approach. Data are collected through semi-structured interviews and analyzed using content analysis.\"},{\"question\":\"How were participants selected for the study?\",\"answer\":\"Convenience sampling was used to determine 52 secondary school mathematics teachers from public and private schools across different regions of Turkey.\"},{\"question\":\"What problems do teachers report most often during distance mathematics instruction?\",\"answer\":\"Teachers most often encounter issues related to internet access and note that students and teachers lack necessary infrastructure and devices with internet access.\"}]","TEACHERS’ VIEWS ABOUT MATHEMATICS INSTRUCTION DURING THE COVID-19 PANDEMIC | PDF",1792064836,35]