Do Mathematics Teachers' Preferences on Teaching Methods and Materials Change in Online Education? Case of Probability
Volume 8 Issue 3 (July 2023)
Eyüp SEVIMLI Mukaddes İnan TUTKUN
Pages: 555-568 Download Count : 743 View Count: 795 DOI Number 10.24331/ijere.1238542 Facebook Twitter Share on Google+
Abstract:
This study examines changes in the methods and materials used by middle school mathematics teachers in teaching probability content during the transition from face-to-face to online education and difficulties in terms of teaching methods and materials used in this process. 35 middle school mathematics teachers’ lesson plans for both face-to-face and online classrooms were analyzed according to their content, and the reason for the changes in teaching practices of the teachers was evaluated through interviews. Findings of the study revealed that the use of lecture-based and demo & practice methods increased with the transition from face-to-face to online education in probability teaching. It has been also determined that the situations that limit the use of different teaching methods are the low motivation of the students and the difficulties of the teachers in the classroom management process. In addition, the use of concrete manipulatives has been replaced by videos and other digital teaching tools with the transition from face-to-face to online education in probability teaching. Other reflections of compulsory transitions to online education on teaching practice were discussed in terms of teaching the subject of probability and within the framework of in-service teachers' training.
Keywords
- Mathematics teacher
- online education
- probability
- teaching methods
- teaching materials