Abstract:

This study examined the practices of mathematics teaching that classmates performed during the Covid-19 pandemic period during the emergency distance teaching process, skills, problems encountered, and face-to-face reflections on the mathematics training process. The participants of the study, designed as a case study, were determined by the measurement sample method from the purpose sample methods. The participating teachers consist of twelve classes of teachers selected from low, secondary and higher schools according to the socio-economic level of the schools in which they work, with an experience of 3-23 years. The data collected in the research with the semi-configured interview technique was analyzed by making content analysis. The research results showed that classmates were unprepared due to the sharp transition to the distance mathematical teaching process during the Covid-19 pandemic period, that the greatest aid in the transport to digital teaching and learning tools came to their colleagues, that they were able to integrate digital technologies in the teaching process, despite a number of faults, and that this process contributed significantly to the digital transformation in the face-to-face mathematical teaching process. In addition, it can be said that the research has a variety of problems in the process of distance mathematics teaching and has brought a set of problems to the process of face-to-face mathematics teaching.

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