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Journals / Eğitim Kuram ve Uygulama Araştırmaları Dergisi / 2025 / Cilt: 11 Sayı: 3

Primary School Teachers’ Views on the Use of Multiple Representations in Mathematics Lessons During the Distance Education Process

Uzaktan Eğitim Sürecinde Sınıf Öğretmenlerinin Matematik Derslerinde Çoklu Temsil Kullanımına İlişkin Görüşleri

Yasemin Kirtenoğlu(MEB)0009-0005-2158-1726
Mehmet Koray Serin(KASTAMONU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-4104-5902
Adem Yılmaz(KASTAMONU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-1424-8934
Pages
283–298
Publication Date
2025-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that teachers had limited awareness of multiple representations, found it challenging to diversify representations on digital platforms, and expressed a need for supportive professional development in this area.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The primary aim of this study is to examine primary school teachers’ views on the use of multiple representations in mathematics lessons during the distance education process by evaluating these views in relation to their practices in face-to-face instruction.
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Key Findings & Data:Designed within the interpretative phenomenological research approach, the study involved 15 primary school teachers working in the province of Kastamonu, who were selected through convenience sampling.
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Conclusion & Impact:The findings revealed that teachers had limited awareness of multiple representations, found it challenging to diversify representations on digital platforms, and expressed a need for supportive professional development in this area.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Çoklu temsil · matematik eğitimi · sınıf öğretmeni

Abstract

The primary aim of this study is to examine primary school teachers’ views on the use of multiple representations in mathematics lessons during the distance education process by evaluating these views in relation to their practices in face-to-face instruction. Designed within the interpretative phenomenological research approach, the study involved 15 primary school teachers working in the province of Kastamonu, who were selected through convenience sampling. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed that teachers had limited awareness of multiple representations, found it challenging to diversify representations on digital platforms, and expressed a need for supportive professional development in this area. It was also determined that teachers predominantly used representations for the purpose of concretization, while experiencing difficulties in processes involving the coordination and transformation between representations. Additionally, teachers perceived their use of multiple representations as more effective in face-to-face instruction. The study offers recommendations for the effective use of multiple representations in distance education and contributes to teacher education. In this context, it is recommended that teachers be supported through in-service training focused on both technology use and multiple representations, particularly to enable the pedagogically effective integration of digital representations.

Özet

Bu çalışmanın temel amacı, sınıf öğretmenlerinin uzaktan eğitim sürecinde matematik derslerindeki çoklu temsil kullanımlarına yönelik görüşlerini, yüz yüze eğitimdeki uygulamalarıyla birlikte değerlendirerek ortaya koymaktır. Nitel araştırma desenlerinden yorumlayıcı fenomenoloji yaklaşımına göre tasarlanan çalışmaya, Kastamonu ilinde görev yapan ve kolay ulaşılabilir durum örneklemesi ile belirlenen 15 sınıf öğretmeni katılmıştır. Veriler, yarı yapılandırılmış görüşmeler aracılığıyla toplanmış ve içerik analizi yöntemiyle çözümlenmiştir. Bulgular, öğretmenlerin çoklu temsile yönelik farkındalıklarının sınırlı olduğunu, dijital platformlarda temsilleri çeşitlendirmenin zorlayıcı bulunduğunu ve bu konuda destekleyici eğitimlere ihtiyaç duyduklarını ortaya koymuştur. Öğretmenlerin temsilleri daha çok somutlaştırma amacıyla kullandıkları, temsiller arası ilişkilendirme ve dönüşüm süreçlerinde ise güçlük yaşadıkları belirlenmiştir. Ayrıca öğretmenlerin yüz yüze eğitimde çoklu temsil uygulamalarını daha etkin buldukları belirlenmiştir. Çalışma, çoklu temsillerin uzaktan eğitimde etkili kullanımına ilişkin öneriler sunmakta ve öğretmen eğitimine katkı sağlamaktadır. Bu bağlamda, öğretmenlerin özellikle dijital temsilleri pedagojik olarak etkili biçimde bütünleştirebilmeleri için hem teknoloji hem de çoklu temsil temelli hizmet içi eğitimlerle desteklenmeleri önerilmektedir.

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Cite This Article

Kirtenoğlu, Y., Serin, M. K., Yılmaz, A. (2025). Primary School Teachers’ Views on the Use of Multiple Representations in Mathematics Lessons During the Distance Education Process. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, Cilt: 11 Sayı: 3, 283–298. https://doi.org/10.38089/ekuad.2025.243

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