Abstract:

Distance education, which has increased its place with the pandemic, has brought many awareness, experience, advantages and disadvantages. Within the scope of this study, unlike other studies, it is aimed to examine the mathematics courses conducted with distance education in elementary schools from the perspective of pre-service teachers. The study was carried out with four pre-service teachers studying in their last year in the undergraduate program of elementary mathematics education in a state university in the 2020-2021 Academic Year. Pre-service teachers observed the mathematics courses conducted via distance education in two different public elementary schools for six hours in a week during 12 weeks. The phenomenology approach, one of the qualitative research methods, was employed and the data were collected through written reports and the interviews held at the end of the process. Based on the findings, in mathematics courses via distance education, pre-service teachers mentioned four basic issues including teaching and participation, classroom management and communication, technology use and time management. In addition, pre-service teachers who stated that these process presents them both positive and negative professional experiences, emphasized that if they had the right to choose, they would prefer face-to-face education when they became teachers.

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