Hacettepe Egitim Dergisi, vol.37, no.2, pp.629-653, 2022 (Scopus)
This paper aims at exploring the perceptions of math teachers towards distance education. The participants of the current phenomenological study are seven math teachers, selected through criterion and convenience sampling. The data on which the study is based come from interviews, consisting of ten open-ended questions. These questions are categorized under three parts: knowledge and awareness of distance education, teacher self-efficacy during distance education and, teacher opinions on the teaching activities in the course of distance education. The data of the research were obtained through semi-structured interview. The data are subjected to content analysis. In line with the findings, it has been determined that mathematics teachers do not have sufficient preliminary preparation for distance education, and that they generally acquire information about the distance mathematics education process informally. In addition, it was determined that teachers encountered different roles that should be assumed in the distance mathematics education process and they carried out the process by undertaking these roles.