Abstract:

In this study, it was aimed to reveal the views of preservice elementary mathematics teachers towards distance education in the process of Covid-19 pandemic that affected all over the world.In the study, phenomenological design, one of the qualitative research methods, was used.The participants of the study are 38 preservice elementary mathematics teachers at the education faculty of a state university in Central Anatolia Region. A questionnaire consisting of six open-ended questions was prepared in order to determine the opinions of pre-service teachers on distance education in the Covid-19 pandemic process; the form was sent to preservice teachers via e-mail. The data obtained were analyzed with the content analysis technique. According to the results obtained from the research; preservice teachers find distance education useful in terms of being able to follow the lessons at the desired time and place, monitor the repetition of the lessons as often as desired, reduce the fear of catching the virus, minimize economic needs, and ensure the continuity of education. However, according to preservice teachers, the negative aspects of distance education; low motivation, limitation of face-to-face communication, infrastructure problems, difficulties in accessing technological tools, and problems arising during the course process and evaluation. The preservice teachers generally found the performances of the lecturers who gave the lessons in the process successful. The suggestions offered to increase the effectiveness of the distance education process are primarily the synchronous processing of the lessons and the necessity of attendance. Finally, while the preservice elementary mathematics teachers stated that in the future of mathematics education, distance education can be included with a complementary role; the common view is that distance education cannot replace face-to-face education in mathematics education.