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Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this phenomenology study, it was aimed to define middle-school mathematics teachers' perceptions about distance education. For this purpose, eight middle school mathematics teachers working in public schools in four different provinces of Turkey were included in the study. The data were obtained through a series of semi-structured interviews. The teachers' perceptions about the advantages and barriers of distance mathematics education and their feelings and general evaluations about this new method were defined by content analysis. As a result of the research, it was determined that the mathematics teachers believed that distance education offered some advantages for mathematics lessons, on the other hand, they highlighted the barriers it contained. They defined distance education as an inefficient method for mathematics lessons. In addition, it was determined that they have very negative feelings about distance education. In their distance mathematics lessons, it has been determined that they exhibit a teacher-centered teaching approach by using limited teaching material, yet they are generally satisfied with their distance mathematics teaching performance. It was determined that the teachers were not satisfied with the mathematics learning motivation and success exhibited by the students in the distance mathematics lessons. [ABSTRACT FROM AUTHOR]

This study was conducted to present the views of middle school mathematics teachers about the FATIH Project, a project carried out by Ministry of Education, implemented in 2010. The scale developed by the researchers was applied to 115 middle school mathematics teachers in public schools throughout Mersin province, and the findings were analyzed using descriptive statistics, variance analysis, and t-test. According to the research results, the contribution of the project to mathematics education was useful, the use of dynamic mathematics and geometry software was poor, the use of in-service training and EBA was moderate, and the use of interactive boards was good. Views on the overall project were also moderately positive. An open-ended question has been added to the end of the scale to gain in-depth insight into the technical failures teachers face when using the project in teaching mathematics. According to the open-ended question, most teachers found the project hardware infrastructure and technical support service inadequate. Teachers believe that they can benefit more from the project if such technical difficulties are eliminated, and in-service training is made more qualified. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)