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Journal of Educational Technology
& Online Learnin g
Volume 5 │ I ssue 4 │ 2 0 2 2
http://dergipark.org.tr/jetol
Doi: http://doi.org/10.31681/jetol.1126956
Received 6 Jun 2022; Revised 25 Sep 2022; Accepted 30 Sep 2022
ISSN: 2618-6586. This is an open Access article under the CC BY license.
The effects of Covid-19 on mathematics learning areas
Aziz İlhan a * , Hafize Gamze Kırmızıgül b
a İnönü University, Türkiye.
b Ministry of National Education, Türkiye.
Suggested citation: İlhan, A. & Kırmızıgül, H. G. (2022). The effects of Covid-19 on mathematics learning areas. Journal of Educational
Technology & Online Learning, 5(4), 1061-1076.
Highlights
Abstract
The online learning concept, which is used in
common in all learning areas and mathematics
teaching.
Research on distance learning, which has
become a reality of our daily lives due to the Covid-
19 pandemic, in mathematics and other learning
area are being carried out.
Distance learning allows simultaneous
communication, immediate intervention, rapid
feedback, and opportunities to solve problems.
The Covid-19 pandemic, which has affected our lives as a global
pandemic, also profoundly affected the mathematics teaching
processes like other areas. Therefore, this study aims to identify
secondary school mathematics teachers’ opinions about mathematics
teaching in distance learning format, which has become a reality due
to the Covid-19 pandemic. The study is conducted using the
convenience sampling method with 39 secondary school
mathematics teachers (21 females, 18 males) in the 2020-2021
academic year. The phenomenological method is preferred in the
study conducted using qualitative research methods. The data are
collected using a survey that includes eight open-ended questions
formed by consulting experts and conducting a literature review. The
data are analyzed using the content analysis method. Accordingly,
the researchers analyzed the questionnaire form's data according to
the codes on the coding sheet. Concordantly, this study presents the
advantages and disadvantages, conveniences, and challenges of
distance learning, which has become a reality due to Covid-19.
Article Info: Research Article
Keywords: Covid-19 pandemic, Distance
learning, Mathematics education, Mathematics
learning areas, Teacher education.
1. Introduction
Covid-19 Global Pandemic and Education
The Covid-19 pandemic started in Wuhan City of China in December 2019 and became a severe threat
terrorizing humanity in four months (WHO, 2020). Significant changes have occurred in our daily lives
and alterations injected into learning processes due to the Covid-19 pandemic, and there has been a
significant transformation all over the world (Zhao, 2020). With the rapid spread of the pandemic, concepts
such as flexible working hours, teleworking, curfew, quarantine and social distance have been introduced
to our lives and educational institutions such as grade schools and universities, where social distance cannot
be ensured and close contact may be high, have been closed for face-to-face education (Bozkurt & Sharma,
2020; Gupta & Goplani, 2020). In addition, educational and academic meetings were canceled within the
scope of different measures (Özkoçak et al., 2020). In the meantime, serious measures have been taken. A
significant portion of teaching processes have been transformed along with mathematics teaching.
* Corresponding author: Faculty of Education, İnönü University, Türkiye.
e-mail address: aziz.ilhan@inonu.edu.tr
This study was partly presented as a proceeding at the 2nd International Conference on Educational Technology and Online Learning held
between 23-26 June 2022.
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Even though strict measures have been taken in education along with other areas, deaths due to Covid-19
increased globally, and this situation intensified concerns (Acar, 2020). The pandemic became even riskier
for the elderly and people with comorbidities, and it affected everybody from various ages and economic
levels, regardless of their race (Alpago & Oduncu-Alpago, 2020; WHO, 2020). The closure of educational
institutions and the interruption of face-to-face education have disrupted the schooling of almost half of the
students (1.6 billion) in various age groups worldwide (UNESCO, 2020; UNICEF, 2020). The distance
learning decision taken temporarily at the beginning of the pandemic continued for a long time since the
pandemic spread worldwide (Moorhouse, 2020). The teachers who had an active role within the process
experienced various challenges, and the process affected the academic atmosphere, and the pandemic had
an important impact on teaching and learning culture (Irwan & Santaria, 2020). The Covid-19 global
pandemic, directly and indirectly, affected the countries’ teaching processes, educational activities, and
learning conditions.
Distance Learning in Mathematics
Rapid developments within technology has facilitated online mathematics teaching or the distance learning
processes (McBrien et al., 2009). Distance learning is not only just a structure or a pedagogical element but
also a system that includes different learning tools of communication methods for a direction (O’Keefe et
al., 2020). Distance education is a planned learning and teaching process in which the learner and the
teacher communicate with the help of technology in different environments (Moore & Kearsley, 2012). Li
et al. (2014) stated that distance learning is an important means to ensure equal opportunities. In distance
education, the lessons must be taught on online platforms, and it is imperative to use technology correctly
to make the lessons meaningful in mathematics and other disciplines (Anderson, 2009; Moore & Kearsley,
2012). Most of the terminology (online, open, web-based, computer mediated, blended learning) used for
distance learning in mathematics and other teaching processes, express the ability to use a computer that is
connected to a common network, and the opportunity to learn anywhere and anytime, using any method
(Cojocariu et al., 2014).
The online learning concept, which is used in common in all learning areas and mathematics teaching, is
expressed as a tool that can render the teaching and learning processes more student-centered, innovative
and flexible. Online learning is defined as the ability to use different devices with internet access (mobile
phones, computers, and others.) for learning experiences in synchronous or asynchronous environments.
Students can also employ these platforms, anywhere, to learn from and interact with teachers and other
students (Singh & Thurman, 2019). While the synchronous learning environments offer the possibility to
have concurrent interactions between the students and teachers and enable the students to participate in a
live lesson, and give immediate feedback; same possibilities do not apply for asynchronous learning
environments. Immediate feedback and interventions are not possible in an asynchronous learning
environment since the learning content is not concurrent like live lessons (Littlefield, 2018). On the
contrary, distance learning allows simultaneous communication, immediate intervention, rapid feedback,
and opportunities to solve problems.
Theoretical Framework
The studies that aim to determine the opinions of teachers who work effectively in mathematics learning
areas along with other learning areas on the pandemic period and distance learning has increased since the
beginning of the pandemic (Irwan & Santaria, 2020; Görgülü-Arı & Hayır-Kanat, 2020). Fauzi and Sastra-
Khusuma (2020) studied primary school teachers’ opinions on online learning during the Covid-19
pandemic. The study elaborated on topics such as the teachers’ understanding of online learning contexts,
the availability of tools and systems, networks and the internet, planning, implementing, assessing the
learning processes, and cooperating with parents. Bakioğlu and Çevik (2020) researched the opinions of
science teachers, Bayburtlu (2020) investigated the views of Turkish language teachers, Özkaral and
Bozyiğit (2020) explored the approaches of secondary social studies and geography teachers, Duban and
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Şen (2020) researched the opinions of class teachers on distance learning, in a general manner. Irwan and
Santaria (2020) studied the quality assurance challenges teachers face in Indonesia during the Covid-19
pandemic. Hebebci et al. (2020) highlighted the importance of continuing distance learning in accordance
with teachers’ opinions. In addition, it was stated that it is vital to provide equal opportunities while
planning and programming distance learning, especially infrastructure and interaction problems have been
experienced, the technical and technological content knowledge is lacking, and the effective distribution of
distance learning should be supported. Lau et al. (2020) stated that successfully implementing distance
learning is linked with meeting the infrastructure and equipment needs completely. One of the most
important problems teachers have regarding distance learning is the lack of interaction and implementation
issues (Hebebci, et al., 2020; Jin, 2005).
Research on distance learning, which has become a reality of our daily lives due to the Covid-19 pandemic,
in mathematics and other learning area are being carried out, and this concept becomes more important as
days pass. These studies assess the teaching processes from different perspectives and aim to solve the
problems. It is foreseen that elaborating on problems faced, especially in mathematics teaching during
distance learning due to such large-scale and global crises, will contribute to the distance learning activities
to be more systematic in the future. Assessing teachers’ views about mathematics learning areas, asking
about their opinions and suggestions are thought to direct to future compensatory training, and provide
essential data during curricula preparation. It is anticipated that evaluating the distance learning process of
secondary school mathematics lessons within the framework of learning areas, determining teachers'
difficulties, and taking their opinions will also guide the curricula revision in the future.
Purpose of the Study and Research Questions
This study aims to determine secondary school teachers’ opinions about online mathematics education, a
format that is introduced into our lives due to the Covid-19 pandemic. Answers to the following questions
were sought in line with this aim.
1. What are the most challenging and the most comfortable learning area that the secondary school
mathematics teachers have taught?
2. What are the secondary school mathematics teachers’ opinions on numbers and operations,
geometry and measurement, algebra, data processing, and probability learning area?
3. What do secondary school mathematics teachers recommend about the mathematical learning
areas in distance learning?
2. Method
The qualitative research methods were used in the study since the study aims to determine the secondary
school mathematics teachers’ opinions about learning areas in the distance learning for mathematics
introduced into our lives due to the Covid-19 pandemic. Therefore, the phenomenology research design,
which is frequently preferred for qualitative studies, was used. Phenomenology aims to identify all the
participants' opinions and experiences regarding a phenomenon (Creswell, 2007). Before the
implementation period of the study was carried out, the participants were asked to fill out a voluntary
participation form to obtain the following consent: I have been informed about the purpose and process of
the study, and I agree to participate in this study voluntarily. In this context, the secondary school
mathematics teachers' opinions about learning areas in the distance learning for mathematics introduced
into our lives due to Covid-19 pandemic were discussed.
2.1. Participants
The participants consisted of 21 female and 18 male secondary school mathematics teachers, 39 in total,
selected based on the appropriate sampling method. Nine of these teachers had 1 to 5 years, 7 had 11 to 15
years, and 8 had more than 16 years of professional experience. The data sources for the phenomenology
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research are the individuals or groups that go through the focus phenomenon of the study, and who can
express or represent this phenomenon (Yıldırım & Şimşek, 2016). Accordingly, the appropriate sampling
method was preferred for determining the study group due to timing issues and the current pandemic. The
appropriate sampling method is adopted as a convenient method in terms of being economical and useful
in terms of saving time and labor (Büyüköztürk, 2015).
2.2. Measuring Tool
The researchers prepared an open-ended questionnaire form. The construct and content validity of the draft
form prepared after the literature review was ensured by asking four expert faculty members in mathematics
education. The questionnaire form consisted of seven open-ended questions asking secondary school
mathematics teachers' opinions on different content area such as numbers and operations, geometry and
measurement, algebra, data processing, and probability. In addition, the questionnaire form also consisted
of one question asking the recommendations of secondary school mathematics teachers about the learning
areas of distance learning. The reliability percentage formula of Miles and Huberman (1994) is used to
determine the reliability of the 8-question questionnaire form. The Reliability Percentage is calculated using
the (P)=consensus/[consensus+disagreement]x100 formula. The reliability value being 70% and higher is
a good indicator for the reliability of the research. The reliability of the questionnaire form was calculated
as 88% resulting in the qualitative data being reliable.
2.3. Data Analysis
The content analysis method was used for analyzing the data obtained within the research scope. The
content analysis method is a frequently preferred method for qualitative research, and this method enables
the data to be effectively compared and arranged by categorizing (Cohen, et al., 2007). The content analysis
aims to examine spoken or written content systematically and objectively (Tavşancıl & Aslan, 2001). A
systematic presentation is achieved using this method through the coding of the obtained data by analyzing
according to the predefined themes or categories (Yıldırım & Şimşek, 2016). Accordingly, the researchers
analyzed the questionnaire form's data according to the codes on the coding sheet. The teachers were coded
as K1, K2, K3, etc. The researchers evaluated the coding of each item after a consistency check. Thus, the
obtained findings were presented to the readers with the help of frequencies.
3. Findings
The mathematics teachers within the research scope were asked about the learning area that they found the
most difficult in distance learning due to Covid-19. Figure 1 presents the findings.
Fig. 1. The difficulty level in distance mathematics learning
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According to Figure 1, teachers' main difficulty in distance mathematics education is shapes and
construction in the geometry and measurement learning area. On this subject, the teacher coded as K10
stated the following: “Geometry and measurement learning area. Because it is hard to draw geometrical
shapes and follow how much the students understood through the screen. The students have difficulties
drawing shapes when we ask them to; hence we experience more difficulties as teachers.” The challenges
about the preparation process (f=4), drawing attention (f=3), and time (f=2) follow this situation. The
teachers coded K1 and K17 stated the following: “Geometry and measurement learning area because the
preparation process is difficult”, “Geometry and measurement learning area. Generally, we show
drawings and then make the students draw the necessary shape, and it is problematic and time-consuming
to make the students use a drafting compass, ruler, and set square. In addition, time can be considered as
another problem in distance learning.” The mathematics teachers experienced difficulties such as writing
the terms (f=4), the intensity of the learning outcomes (f=4), time (f=2), and complexity (f=2) in the
numbers and operations learning area. The teachers, who were coded as K9 and K11, stated the following:
“There are too many units and learning outcomes in the numbers and operations learning area, and
therefore teaching becomes more difficult.”, “Since it is difficult to write exponential numbers, square
roots, and rational numbers, I had difficulties in the numbers and operations learning area.” It can be said
that the teachers experienced difficulties in complexity (f=4) and being abstract (f=3) areas in the algebra
learning area. The teacher coded K4 stated the following: “The most difficult learning area for me is
algebra because it is more abstract and complex for the students.” The teachers had difficulties in lecturing
(f=2) and writing the terms (f=2) in the data processing learning area. The teacher coded K35 stated the
following: “The data processing learning area, because the lecturing and writing datum one by one may
be challenging.” The mathematics teachers also indicated that they did not experience any difficulties in
the probability learning area. The mathematics teachers were asked about the learning area in which they
did not have distance learning problems due to Covid-19. Figure 2 presents the findings.
Fig. 2. Convenience level of learning areas in distance mathematics learning
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According to Figure 2, the convenience in numbers and operations learning area in distance mathematics
learning is the preparation process (f=7). The readiness of the students (f=4) follows this. The teacher coded
K10 stated the following: “The numbers and operations learning area. This area is easier for us since the
students have a general background in the subject. The preparation process is easy, also.” The mathematics
teachers stated that distance learning is easy in terms of shapes and construction (f=4), concreteness (f=3),
and using dynamic geometry software (f=2) in the geometry and measurement learning area. The teacher
coded K4 stated the following: “I have the least difficulty in the geometry and measurement learning area
because it is not abstract and distance learning process can be conducted smoothly using the dynamic
geometry software. And also, since there are shapes, there are no complex operations or problems.” The
teachers think distance learning about the data processing learning area is easy in terms of being
comprehensible (f=5) and a positive approach (f=4). The teacher coded K9 stated the following: “I have
the least difficulty in data processing because the students have a positive approach to the subject, and they
do not have any difficulties.” It can be said that mathematics teachers think that the probability learning
area in distance learning is easy in terms of being comprehensible (f=5), and the subject's scope (f=4). The
teacher coded K27 stated the following: “The easiest learning area is the probability subject because it has
a few subheadings, and it has a narrow scope.” On the other hand, the mathematics teachers did not state
any opinions about the easiness in the algebra learning area. The mathematics teachers were asked about
their opinions on the numbers and operations learning area's advantages and disadvantages. Figure 3
presents the findings.
Fig. 3. Advantages and disadvantages of the numbers and operations learning area in distance learning
According to Figure 3, the mathematics teachers think that the numbers and operations learning area is
advantageous in terms of time (f=7), problem-solving (f=5), easiness/being comprehensible (f=5), being
concrete (f=4), active participation (f=4), material (f=4), readiness of the students (f=4), flexibility (f=4),
and visuality (f=3). The teachers coded K25 and K34 stated the following: “It is easy to find questions in the
numbers and operations learning area in distance learning.” “This learning area is easier than other
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learning areas, so I think it is advantageous in distance learning.” Comparatively, the mathematics
teachers think that the numbers and operations learning area is disadvantageous in terms of difficulty/not
being comprehensible (f=14), assessment and evaluation (f=5), communication/feedback (f=5), active
participation (f=4), readiness of the students (f=4), time (f=3), misconceptions (f=2), and material (f=2).
The teachers coded K9, K13, and K27 stated the following: “There are many disadvantages because face-
to-face interaction is not possible with the students so we cannot check whether they understood or not.
Another disadvantage is having limited time.”, “Distance learning is not an appropriate learning
environment due to its conditions and tools. Practice and interaction are needed, but it is not possible.”,
“There are significant differences between the students. The time allocated for lessons in distance learning
is not enough, and the lesson allocation is complicated.” The mathematics teachers were asked about their
opinions on the geometry and measurement learning area's advantages and disadvantages. Figure 4 presents
the findings.
Fig. 4. Advantages and disadvantages of the geometry and measurement learning area in distance learning
According to Figure 4, the mathematics teachers think that the geometry and measurement learning area is
advantageous in terms of a dynamic geometry software (f=10), easiness/being comprehensible (f=9),
problem-solving (f=6), visuality (f=5), time (f=5), and being concrete (f=4). The teachers coded K4 and
K28 stated the following: “Geometry and measurement is a learning area that can be supported with
concrete and dynamic geometry software. There are not intense learning outcomes, solving problems takes
less time, and there are not many complex operations. In addition, a connection between daily life and the
subject matter can be established.”, “The advantage of this learning area is that it has a lot of questions
and sample solutions.” However, the mathematics teachers think that geometry and measurement learning
is disadvantageous in distance learning in terms of shapes and constructions (f=17), assessment and
evaluation (f=7), the method used (f=5), material (f=5), and readiness of the students (f=5). The teachers
coded K2, K5 and K29 stated the following: “In this learning area generally teachers show first and ask the
students to do what is shown. Therefore, it is hard to teach the subjects to the students.”, “The biggest
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disadvantage is not being able to draw the shapes as I want, like in the classroom.”, “We cannot check
whether the students have learned enough about the subject, and cannot get feedback from them.” The
mathematics teachers were asked about their opinions about the advantages and disadvantages of the
algebra learning area in distance learning. Figure 5 presents the findings.
Fig. 5. Advantages and disadvantages of the algebra learning area in distance learning
According to Figure 5, the teachers think that the algebra learning area is advantageous in distance learning
in terms of time (f=14), problem-solving (f=13), and being concrete (f=12). The teachers coded K11 K28
and K34 stated the following: “As the teachers do not have to redraw, seeing algebra tiles visually used in
the algebra learning area both in subject matter and questions saves time”, “It is advantageous because
there are more questions and solutions as examples.”, “Being able to show algebraic expressions in the
teaching process is an advantage for distance learning.” On the other hand, the mathematics teachers think
that the algebra learning area in distance learning is disadvantageous in terms of being complicated/complex
(f=16), being abstract (f=7) assessment and evaluation (f=7), material (f=5), and readiness of the students
(f=4). The teachers coded K4 and K8 stated the following: “Algebra is an abstract concept and students find
it complex. Readiness levels of the students must be excellent.”, “Face-to-face interaction is not possible
with the students, so we cannot check whether the students understood.” The mathematics teachers were
asked about their opinions about the data processing learning area’s advantages and disadvantages in
distance learning. Figure 6 presents the findings.
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Fig. 6. Advantages and disadvantages of the data processing learning area in distance learning
According to Figure 6, the mathematics teachers think that the data processing learning area is advantageous
in distance learning in terms of easiness/being comprehensible (f=16), visuality (f=8), problem-solving
(f=6), technology support (f=5), and the link between the daily life (f=4). The teachers coded K4, K9, and
K11 stated the following: “The data processing learning area is associated with daily life. It is a simple,
easy and concrete area.”, “We went through the units faster in this learning area.”, “Thanks to the
technology, in the data processing learning area in distance learning, we saved the time we spent on
drawing the graphics, and another advantage we experience is about the questions that require visuality.”
On the other hand, the mathematics teachers think that the data processing learning area is disadvantageous
in terms of graphics-drawings (f=20), evaluation (f=10), and time (f=9). The teachers coded K10 and K28
stated the following: “It is a disadvantage that we cannot get feedback from the students and cannot conduct
evaluations.”, “It is a disadvantage that there are no graphic tablets or tablets with pens because it is hard
to draw using the mouse.” The mathematics teachers were asked about their opinions about the probability
learning area's advantages and disadvantages in distance learning. Figure 7 presents the findings.
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Fig. 7. Advantages and disadvantages of the probability learning area in distance learning
According to Figure 7, the mathematics teachers think that the probability learning area in distance learning
is advantages in terms of easiness/being comprehensible (f=15), time (f=7), link between the daily life
(f=6), interest (f=6), and technological support (f=5). The teachers coded K4, K10, and K19 stated the
following: “The probability is a concrete and easily comprehensible learning area. The link between daily
life can be established.”, “It is an advantage for the students to be interested in the lesson and provide
feedback.”, “We went through the units faster in this learning area.” Nonetheless, the mathematics teachers
think that the probability learning area in distance learning is disadvantageous in terms of assessment and
evaluation (f=13), problem-solving (f=11), material (f=8), and data collection (f=7). The teachers coded K1
and K30 stated the following: “It is hard to convey information during the problem-solving process in this
area. Also, we could not implement data collection.”, “We cannot communicate with each student since we
cannot establish sufficient eye contact; therefore the feedback and assessment processes get more difficult.”
The mathematics teachers were asked about their recommendations to improve the mathematics lessons in
distance learning. Figure 8 presents the findings.
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Fig. 8. Teachers’ recommendations about mathematics lessons in distance learning
Figure 8 shows the mathematics teachers’ recommendations on distance learning in terms of improving the
theory/content oriented materials (f=13), providing in-service teacher training (f=9), improving teaching
curriculum (f=9), developing content modules (f=8), ensuring academic support (f=7), and improving
questions/problem statements (f=5). The teachers coded K4, K8, and K34 stated the following: “Teachers
can be supported through in-service teacher training on these subjects. Ready-made content modules can
be made widespread.”, “Teaching curriculum should be updated to be suitable for distance learning.”
“Common platforms can be established for academicians and teachers to share documents.” Nevertheless,
the mathematics teachers also recommended that practical distance learning platforms should be developed
(f=19), assessment and evaluation processes should be improved (f=14), studies to ensure equal
opportunities should be carried out (f=12), dynamic software should be developed and used (f=9), activities
and implementations should be improved (f=8), attendance should be obligatory (f=5), and parents should
be involved in the process (f=5). Teachers coded K1, K3, K4, and K38 stated the following: “Attendance
must be obligatory. Experts can strengthen distance learning platforms.”, “Students should be supported
to ensure equal opportunities.”, “Dynamic geometry software could be integrated into the process.”,
“Assessment and evaluation process should be improved.”
4. Results and Discussion
The study researched the most challenging learning areas and prominent difficulties of distance learning
due to Covid-19, according to mathematics teachers. The shapes and construction subject in the geometry
and measurement learning area was determined to be the most challenging area for mathematics teachers
in distance learning. The second problematic area was the lesson's preparation process, drawing students’
attention and difficulties about the time allocated. In the area of learning numbers and operations,
mathematics teachers had problems in writing terms, the intensity of the acquisitions, duration, and
complexity. It was determined that the mathematics teachers had difficulties in the subject being
complicated and abstract in the algebra learning area. The mathematics teachers were challenged in
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lecturing and writing the terms in the data processing learning area. On the other hand, the mathematics
teachers indicated that they did not struggle with the probability learning area in distance learning. When
the learning areas are evaluated, it can be said that the difficulties experienced differed according to the
terms of the area and the implementation process. Another reason for these difficulties could be the
mathematics teachers’ experiences with technology. Flack et al. (2020) stated that schools could not be
successful in the transition to distance learning because of several teachers’ lack of self-esteem about using
technology.
Another research topic of the study was the learning area in which the mathematics teachers experienced
the least difficulty during distance learning amid the Covid-19 pandemic. It is understood that the
mathematics teachers considered the numbers and operations learning area as the most comfortable item of
the curriculum during the distance learning amid the Covid-19 pandemic and the preparation for this subject
matter as the most effortless step and the readiness of the students follows it. The mathematics teachers
found the geometry and measurement learning area convenient for distance learning as the subject is
concrete and using dynamic geometry software in shapes and constructions is possible. The mathematics
teachers stated that distance learning was beneficial for the data processing learning area to be
comprehensible and establish positive approaches. In the probability learning area, mathematics teachers
found distance learning understandable and straightforward in terms of the subject scope. Nevertheless,
mathematics teachers did not state any convenience regarding the algebra learning area. The advantages of
technology, area education received by the teachers, and their attitude towards the process might have
affected their opinions on distance learning convenience. The study of Hall and Knox (2009) identified that
distance learning is advantageous in offering good opportunities.
The study researched mathematics teachers' opinions on the advantages and disadvantages of numbers and
operations learning area in distance learning. The mathematics teachers believed that the numbers and
operations learning area is advantageous in terms of time management, problem-solving, being
comprehensible and easy, concretization, active participation, using materials, the readiness of the students,
flexible teaching, and visualization. This is because distance education increases the quality of education
and provides individuals with better opportunities (Engelbrecht, 2005; Hall & Knox, 2009; Shih et al.,
2006). However, the mathematics teachers thought that the numbers and operations learning area was
disadvantageous in distance learning in terms of the difficulty or incoherence of the content, assessment
and evaluation process, communication and feedback, active participation, the readiness of the students,
time management, misconceptions, and material preparation. The reason for all these results could be the
sudden onset of the pandemic and adaptation problems within the transition to distance learning from face-
to-face education. Another reason for these results could be that the teachers lack digital literacy skills and
not using web 2.0 technologies. Chiemeke and Imafidor (2020) stated that teachers feel unprepared for the
transition to online learning and implementation. Almanthari et al. (2020) stated in their study that the
students lacking information about online learning environments are an important obstacle.
The research also evaluated the mathematics teachers’ opinions about the geometry and measurement
learning area's advantages and disadvantages in distance learning. The mathematics teachers thought that
the geometry and measurement learning area in distance learning is advantageous in using dynamic
geometry software, the subject being manageable and comprehensible, problem-solving, visuality, time
management, and concretization. On the other hand, the mathematics teachers believed that the geometry
and measurement learning area in distance learning is disadvantageous in drawing shapes and constructions,
assessment and evaluation, methods used, material design or use, and students' readiness. The students' and
educators' readiness levels in terms of the novelties introduced because of distance learning, or the
methodological or the technical novelties brought by the technology could be the reasons for these results.
Rachmadtullah et al. (2020) stated that the changes in the strategies and techniques regarding the teaching
processes and the technological readiness levels about the online distance learning affected the teachers
during the pandemic.
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The study also evaluated the teachers’ opinions about the advantages and disadvantages of the algebra
learning area in distance learning. The mathematics teachers stated that the algebra learning area in distance
learning is advantageous in time management, problem-solving, and concretization. However, the
mathematics teachers indicated that the algebra learning area in distance learning was disadvantageous in
terms of the subject being difficult, complex, and abstract, assessment and evaluation processes, material
use, and students' readiness levels. These results can be the students experiencing difficulties, and this
situation affects the learning, and the changes in the method and application of teaching due to distance
learning. The teachers being inexperienced or unprepared in assessment and evaluation can be another
reason for the results. According to Talidong and Toquero (2020), the concerns increased during the
distance learning period due to teachers' inexperience about distance learning, the students’ adaptation
problems to the new system, and the teachers not knowing how to evaluate the students.
Another subject of the research was the opinions of mathematics teachers about the advantages and
disadvantages of the data processing learning area in distance learning. The mathematics teachers believed
that the data processing learning area in distance learning was advantageous in terms of the subject being
manageable and comprehensible, visualization, problem-solving, technology support, and establishing a
link between daily lives. On the other hand, mathematics teachers indicated that the data processing learning
area in distance learning was disadvantageous in graphics and construction, assessment procedures, and
time management. The reason for these results could be the difficulties arising as a result of the nature of
the data processing requiring technological support. The teachers could have experienced problems with
time while preparing for this subject or teaching it. Livari et al. (2020) stated in their study that some
teachers indicated that lesson planning requires more time in distance learning than face-to-face education.
The study also researched mathematics teachers' opinions about the advantages and disadvantages of the
probability learning area. Mathematics teachers stated that the probability learning area in distance learning
is advantageous in terms of the subject being manageable and comprehensible, time management,
establishing a link with daily life, being attentive, and technological support. Mathematics teachers thought
that the probability learning area in distance learning was disadvantageous in terms of assessment and
evaluation, problem-solving, material design and use, and data collection. Although the probability learning
area is seen as an area where technology is used, the practices in the process of data collection and
evaluation and the situations that occur during teaching can be seen as the reasons for the results of the
research. Since teachers and students find this area manageable and understandable, interest in this topic
may have increased. Gudmundsdottir and Hathaway (2020) stated that most teachers did not have prior
online teaching experience before Covid-19 and are willing to use and successfully use online teaching
platforms.
5. Study Limitations and Recommendations
The research was limited to the mathematics teachers, for accessibility reasons, due to the sudden onset and
rapid developments of Covid-19, other subject teachers were not included in the study. In addition, the
study was also limited to the eight open-ended questions prepared by the researchers since the process was
aimed to be evaluated within the scope of learning areas. Other variables, such as learning outcomes and
teaching hours were not included in the study to not deviate from the research focus. The following
recommendations can be made based on the mathematics teachers' responses within the scope of the
research: The content modules and lecture notes and materials about theory and content can be modernized
according to distance learning. The teachers can receive in-service teacher training about distance learning,
digital literacy, and web 2.0 technologies. The teaching materials should be developed and updated
according to distance learning. Online idea exchange meetings can be conducted for teachers and
academicians to establish the academic support for mathematics teaching. Developing questions or problem
statements for distance learning may facilitate the process. Studies for practicality and implementations can
be conducted to improve the distance learning platforms. Implementing process assessment and evaluation
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along with result assessment and evaluation may be beneficial for advancing the assessment and evaluation
processes. Developing and operating dynamic software can be helpful for learning areas. The activities and
implementations suitable for mathematics in distance learning should be created either by academicians or
teachers. Making attendance mandatory may be beneficial for the active participation within the process.
In addition, routine meetings between parents, and school units such as teachers, school counsellors, and
the school board can be conducted to increase productivity during distance learning.
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