Abstract
The study was carried out with prospective teachers (PTs) in Primary School Teaching Program in a private university (n=43) and Middle School Mathematics Teaching program in a public university (n=46). In this paper, multiple-case study was adopted to explore PTs’ opinions and to reveal the differences between two universities in terms of taking a mathematics education course through online teaching when the COVID-19 pandemic was very first appeared. The content of the course was based on the principles of school mathematics which were put forth by National Council of Teachers of Mathematics [NCTM]. Hence, the principles were used as the themes in the data analysis. For this purpose, a survey was used to explore the advantages and the challenges faced in online teaching from the PTs’ perspective. The analysis of the data showed that the PTs at both universities had both positive and opposing views towards online mathematics education course as mandated by the pandemic. Besides, the technology principle in NCTM was found to be a principle in which the other principles were organized and applied according to it. PTs’ reflections on the learning and teaching principles in practice were at the forefront. The reflections regarding the assessment and the equity principle were not among the principles that were frequently mentioned. Discussion on and suggestions for overcoming the challenges were elaborated on.
Highlights
The recent COVID-19 pandemic has led to massive changes in teaching practices in education system due to far-reaching restrictions posed by the current situation
The current study aimed to explore and dig deeper into prospective teachers (PTs)’ views on the emergent online teaching process specific to mathematics education course based on the six principles of National Council of Teachers of Mathematics’ (NCTM) in terms of the disparity particular to two different universities – a public and a private university – in Turkey during the COVID-19 pandemic
The PTs’ choices of satisfaction of taking the mathematics education course through online teaching and the reasons of them were presented under the principles for school mathematics by comparing the results obtained fromtwo universities
Summary
The recent COVID-19 pandemic has led to massive changes in teaching practices in education system due to far-reaching restrictions posed by the current situation. This inherently produced some challenges for both instructors and learners in the transition period from the conventional to remote teaching in Turkey. On March 11, 2020, World Health Organization [WHO] declared a pandemic for COVID-19 (WHO, 2020) Following this news, some universities in Turkey underwent remarkable changes such as giving a break for higher education, transferring face-to-face education to remote education, or adopting significant amendments in their academic calendars (Eren, 2020). Both universities’ presidency offices, the universities focused on in this current study, announced that all the courses except for requiring application would be carried out through online teaching until the end of the 2019-2020 spring semester in accordance with the regulations of CoHE
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