Determining the Perceptions of Pre-Service Mathematics Teachers towards Mathematics Education through Visual Metaphors in the Covid-19 Process


Kaleli Yılmaz G. , Sönmez D.

Shanlax International Journal of Education, vol.10, no.2, pp.18-28, 2022 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 10 Issue: 2
  • Publication Date: 2022
  • Title of Journal : Shanlax International Journal of Education
  • Page Numbers: pp.18-28

Abstract

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.