Abstract:

The aim of this study is to determine how often middle school mathematics teachers use math textbooks in face-to-face and online classes. Teachers' views on the usefulness of math textbooks in online classes were also examined within the scope of the study. The mix method design was used in the study and the participants were 215 middle school mathematics teachers who participated in the study through the multi-layer sampling technique. The data were obtained from the evaluation form and analyzed through inferential-descriptive statistical techniques. The results showed that the use of textbooks in online classrooms decreased, and digital resources were more preferred in these classes. A statistically significant difference was found between the usefulness scores of the mathematics textbooks in face-to-face and online classes, which were evaluated based on the participants' views in terms of the "In-class practices" dimension. In order to ensure the current mathematics textbooks more useful in online classes, the participants suggested designing the textbooks as e-contents and increasing the qualification of examples.The other results were discussed in terms of teaching practices and student needs in future classrooms.

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