ABSTRACT
COVID-19 salgını ile birlikte 2019-2020 akademik yılının bahar döneminden itibaren tüm öǧretim kademelerinde uzaktan eǧitime geçilmiştir. Milli Eǧitim Bakanlıǧı da öǧrencilere matematik öǧrenme fırsatları oluşturmak ve öǧretmenlere kaynak saǧlamak adına tüm sınıf düzeylerinde uzaktan eǧitimde kullanılmak üzere öǧretim etkinlikleri yayınlanmıştır. Íyi yapılandırılmış ve nitelikli öǧretim etkinlikleri öǧrencilerin matematiǧi öǧrenmesinde önemli bir rol oynamaktadır. Bu çalışmanın amacı da ilkokul matematik dersine yönelik yayınlanmış olan ilkokul matematik etkinliklerinin başta bilişsel istem düzeyi olmak üzere farklı açılardan incelenmesi ve niteliǧinin ortaya konmasıdır. Doküman analizi yöntemiyle yürütülen çalışmada 1-4. sınıf düzeyi matematik alanındaki 79 kritik kazanıma ait 85 etkinlik incelenmiştir. Analiz sonucunda etkinliklerin birçoǧunun düşük bilişsel istem düzeyinde olduǧu, bilişsel istem düzeylerinin dengeli bir daǧılım sergilemediǧi, ve bazı etkinliklerin matematiksel hatalar barındırdıǧı görülmüştür.Alternate :As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.
ABSTRACT
The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students' diverse social, economic, and academic background, this study sought to examine teachers' perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers' perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers' beliefs, expectations for students, access to resources, students' socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.