Abstract:

The aim of this study is to determine the perceptions of first-year primary school mathematics teacher education department students who took courses with distance education during the Covid-19 process towards face-to-face mathematics lessons through visual metaphors. For this purpose, phenomonographic research method was used in the study. The sample of the study consists of 31 students. Typical situation sampling was selected from the sampling methods for sampling purposes. In the study, metaphorical perception form was used as a data collection tool. In this form, students were asked to make a drawing for face-to-face mathematics lessons and to explain this drawing in writing. The findings obtained from the research were analyzed by content analysis method and categories were created by combining similar metaphor codes. As a result of the analyzes, it was seen that the metaphors created were collected in the categories of educational process and emotions. From both metaphor drawings and explanations, it was found that students had a positive perception of face-to-face education. It is understood that the students are active in the face-to-face education process, they can ask questions comfortably and produce different solutions, so the lessons are efficient. In the light of the results obtained, suggestions were presented to researchers who want to work in this field.

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