Mathematics Teachers’ Experiences Teaching of the Online Distance Education During the COVID-19 Pandemic: Concerns and Adaptations

Abstract

The purpose of this study was to investigate how mathematics teachers make sense of their experiences teaching in distance education settings during Covid-19 pandemic in 2020-2022. Interpretative phenomenological analysis was used to design this study which is based on the phenomenological pattern. Eight teachers with at least seven years of professional experience participated in the study. Data were collected through semi-structured interviews and interpreted by interpretative phenomenological analysis. As a result, the following four main themes were identified: struggle adaptation & reflection, lack of interaction, tension between authority and autonomy, and concerns about professional competence. According to the themes identified, teachers underwent a search and struggle process as they attempted to adapt themselves and their students to the new situation from the beginning of the period.