Abstract:

This study aims to examine the post-earthquake mathematics education processes in Kahramanmaraş from the mathematics teachers’ perspective working in the same region. For this purpose, a purposive sampling method was used and six mathematics teachers who volunteered to participate in this study were interviewed among the mathematics teachers who performed educational activities in public schools in the Kahramanmaraş region both before and after the earthquake. A semi-structured interview form was used during the interviews. In the interview form, in addition to the questions about demographic characteristics, the question "How were the education and training processes carried out after the earthquake?" was asked and the teachers shared their experiences and observations. Phenomenological design, one of the qualitative research methods, was adopted as the research design because it was appropriate for the purpose of this study. Content analysis was employed for data analysis. The analyses were conducted with the MAXQDA Analytical Pro 2022 program. The findings were grouped under six salient themes: starting classes, motivation for the educational process, the process of 8th-grade students, teaching materials and supplies, measurement and evaluation activities, and students' school attendance. Among these themes, there were three sub-themes under the starting classes theme: start dates of classes, feelings when attending classes and activities during classes. Under the theme of motivation for the educational process, there were two sub-themes: difficulty getting motivated and becoming motivated easily. Under the theme of the process of 8th-grade students, there were two sub-themes: came to a complete standstill and continued from where it left off. There were no sub-themes in the other three themes. Teachers mostly made discourses on the themes of opening schools and being motivated for the education process.

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