Akademik Veri Yönetim Sistemi
Shanlax International Journal of Education, cilt.10, sa.2, ss.18-28, 2022 (Hakemli Dergi)
The Covid-19 pandemic, which has affected the whole world, has led to a number of changes
in education as well as in many other fields . The most important change experienced was that
education transformed into online platforms. Education on online platforms has led to several
effects on students, and as a result, significant changes have been observed in students’ perceptions
of mathematics education. The aim of this study was to determine the perceptions of pre-service
mathematics teachers, who started university during the Covid-19 pandemic and took courses with
synchronous distance education, through visual metaphors. The phenomenology method was used
in the study. The sample of the study consisted of 31 first-year mathematics teachers who had
never taken a face-to-face course at a university before. In sample selection, purposive sampling
method was used. A metaphorical perception form was used to collect data. The participants
were asked to make a drawing for the mathematics education they received through synchronous
distance education during the Covid-19 pandemic and to explain the drawing. The findings were
analyzed using content analysis method. Thus, codes were identified and then categories were
established by bringing similar codes together. The findings showed that metaphors were grouped
under the categories of education process and emotions. It was found both in the drawings and the
explanations that the participants had a negative perception of distance mathematics education
during the pandemic process. In addition, it was revealed that the participants were afraid to ask
questions because they had not met their friends and teachers before, and therefore the lessons
were inefficient. In line with these results, suggestions were presented to improve the efficiency of
distance mathematics education.