Secondary school mathematics teacher's perceptions about distance education

The purpose of this research is to examine the perceptions of secondary school mathematics teachers towards distance education. In the research, a mixed method, in which qualitative and quantitative methods are used together, was used. The sample of the study consists of 508 secondary school mathematics teachers selected by random sampling method among the secondary school mathematics teachers working in state secondary schools in Bursa province Yıldırım, Nilüfer and Osmangazi districts. In order to collect the qualitative data, 8 teachers were randomly selected among the teachers who accepted the interview request. In this interview, teacher's definitions of distance education, evaluation, resource, student, achievement, teaching of subjects, efficiency, communication, interaction, teaching method and technique, time-space in terms of advantages and disadvantages of distance mathematics education with questions to determine the tool they use while conducting distance education activities. Questions were asked about the equipment and how they financed these equipment. According to the results of the analysis made with MAXQDA 12, while distance mathematics education has advantages such as time-space, abundance of resources, facilitating the teaching of some achievements, concretization, addressing multiple intelligences, according to the teachers, it does not allow communication, interaction, evaluation, group education, and activities that require in-class practice. disadvantageous because it cannot be done. In order to collect quantitative data, 500 teachers participated on a voluntary basis. According to the results of the analysis, there is no significant difference according to gender in the perceptions of teachers about distance education. A significant difference was found in favor of master's degree in the dimensions of perception of basic perspective between the variable of education status and perceptions of distance education. When the differentiation depending on the seniority variable is examined, a significant difference was obtained in the sub-dimension of access to resources.