Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties
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Resumo
This case study aims to examine the difficulties, and the ways to cope with these difficulties or the solution proposals for coping faced by middle school mathematics teachers during the Emergency Remote Education (ERE). The participants consisted of four online focus groups with eighteen mathematics teachers working in middle schools in Turkey. The data was collected semi-structured interviews. The data was analyzed the thematic approach. According to the findings, the teachers faced difficulties caused by students, teachers, infrastructure, schedule and curriculum, parents, and nature of mathematics. The difficulties were virtual classroom management, participation, and interest/motivation (caused by student), communication/interaction, measurement and evaluation, ICT competencies, and privacy (caused by teacher), device and internet deficiencies (caused by Infrastructure), supporting roles and supervising roles (caused by parents), Schedule and curriculum, and Nature of mathematics. Teachers were able to cope with difficulties by banning/restricting, contacting parents, paying attention to the arrangement of scheduled hours, making additional courses, sending additional lesson documents, and organizing different learning activities, rules, face-to-face homework checks, and face-to-face exams, adhering to the lesson time in the schedule determined by the school administration. The limitations of the study and implications for future research were discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- The European Educational Researcher, p. 201-224
- Ano
- 2022 (2022-05-08)
- Idioma
- en
- Palavras-chave
- emergency remote education; mathematics teachers; junior high school teachers; teacher challenges; coping strategies; online classroom management; student participation; student motivation; ICT competencies; student privacy; parental involvement; nature of mathematics; COVID-19 pandemic
- Temas
- Currículo, Tecnologias Digitais
- DOI
- 10.31757/euer.525
- ISSN
- 2517-6323
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
KAYA, Vildan Donmuş; KÜKEY, Ebru. Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties. The European Educational Researcher, p. 201-224, 2022. DOI: https://doi.org/10.31757/euer.525.
APA
Kaya, V. D., & Kükey, E. (2022). Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties. The European Educational Researcher, 201-224. https://doi.org/10.31757/euer.525
BibTeX
@article{kaya2022,
author = {Kaya, Vildan Donmuş and Kükey, Ebru},
title = {Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties},
year = {2022},
journal = {The European Educational Researcher},
pages = {201-224},
doi = {10.31757/euer.525},
language = {en}
}RIS
TY - JOUR AU - Kaya, Vildan Donmuş AU - Kükey, Ebru TI - Was Emergency Remote Education Enough To Save The Day? : Mathematics Teachers' Difficulties and Ways to Cope With These Difficulties PY - 2022 JO - The European Educational Researcher SP - 201 EP - 224 DO - 10.31757/euer.525 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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