Abstract:

The purpose of this study is to determine the opinions of primary school teachers’ on the topic of the reasons for students’ learning deficiencies in mathematics lessons during distance education in COVID-19 Pandemic process and suggestions for eliminating these deficiencies. For this purpose, the research was carried out on the basis of phenomenology, one of the qualitative research designs. The research was conducted with the participation of 254 primary school teachers working in primary schools in Turkey in the 2020-2021 academic years. Data of the study was collected through a form consisted standardized open-ended questions. The data were analyzed by content analysis. The results of the study revealed that primary school teachers were found to link students ' learning deficiencies to the reasons associated with the structure of distance education, students, technical problems, family, planning, teachers and support services in the distance learning process carried out in conjunction with the COVID-19 pandemic. In order to address these learning deficiencies, it was found that they made various recommendations like planning, learning-teaching process, technical improvements, parents, student development, support services and improving the quality of teachers. In addition, it was determined that primary school teachers stated that learning deficiencies in the mathematics lessons during the distance learning process were caused by the lack of interaction and communication during COVID-19 pandemic and recommended face-to-face education as a solution for the deficiencies.

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