Abstract:

This study was aimed to determine the experiences of classroom teachers in teaching mathematics in the distance education process. The participants of the research, which was conducted in the phenomenology design, which is one of the qualitative research methods, consisted of 20 primary school teachers who were determined by the criterion sampling method, one of the purposeful sampling methods. The data of the research were collected through a semi-structured interview form and analyzed with the content analysis method. In the research, it was concluded that the classroom teachers did not follow the steps of the lesson plan in the distance mathematics teaching process, they carried out the measurement and evaluation activities in a result-oriented way, and they were not sure that the students did their math homework on their own. In addition, it has been determined that they do activities such as communicating with parents, continuing the lesson in a fun way, and gamification in order to increase attendance and motivation. In addition, it is also among the results of the research that classroom teachers have problems such as not being able to concretize the distance mathematics lessons and not using the materials effectively, they have difficulties in explaining some mathematics achievements due to distance education, and they cannot use web tools sufficiently. In the study, classroom teachers also stated that the majority of students who have attendance problems have problems with accessing tablets, computers and the Internet.

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