Opinions of class teachers on the use of multiple representation in mathematics lessons in the process of distance education

Although distance education is a model that has become widespread with the technological developments, it was not yet a widespread area in basic education. With the pandemic process, distance education has turned into a necessity rather than an option. Today, in the environment where face-to-face education is turned again, distance education continues to increase its prevalence by finding a wider place for itself. Within the scope of the study, distance education has been further customized and handled together with the mathematics course and multiple representation phenomena. The aim of the study is to examine the views of classroom teachers on the use of multiple representations in mathematics lessons in the distance education process. In this direction, phenomenology design, one of the qualitative research methods, was used in the study. A semi-structured interview form prepared by the researcher was used as a data collection tool. The study group of the research consists of 15 classroom teachers working in public schools in Kastamonu. The data obtained within the scope of the research were analyzed by content analysis method. The data of the research were first categorized by themes and the number of answers given to the codes for each question was calculated and tables were created. As a result of the research, it has been determined that the mathematics lesson is at the beginning of the lessons that should be used the most, and the main reasons for this are the problems in the process of concretizing the concepts in mathematics. While video and presentation techniques, which are more practical in the distance education process, are widely used, it has been found that playing games and doing activities are not used much. It has been found that teachers focus on multiple representation practices not only in classroom activities, but also in the distance education process. In this study, it has been determined that teachers frequently had access problems in distance education.