Abstract
Due to the COVID-19 pandemic, countries have had to change their usual teaching environment, and processes (especially traditional face to face education) with distance education. The purpose of this study was to investigate the Grade 9 mathematics course contents shared on the EBA platform in terms of mathematics values (mathematical values and mathematics educational values). In this sense, this study was a qualitative research based on document review. Data were collected from the Grade 9 mathematics course contents that exist in the EBA affiliated to the Turkish Ministry of National Education and were analysed using semantic content analysis. The results showed that the mathematical values such as objectivism, openness, rationalism, and the mathematics educational values such as formalistic view of mathematics learning, inquiry, instrumental understanding, facts & theories are often emphasized in distance education mathematics courses. The results of the study were also compared in detail with the results of the face-to-face mathematics education studies in the relevant literature (especially in the context of Turkey) and in this context some suggestions were also made for further studies.
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