TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL GUIDANCE IN ONLINE MATHEMATICS TEACHING

Узданица XIX (Ванредни број) (2022), (стр. 115-132)

АУТОР(И): Marijana M. Gorjanac Ranitović, Mirjana T. Maričić, Mia R. Marić, Aleksandar V. Petojević, Snežana S. Gordić

Е-АДРЕСА: ranitovicm@uns.ac.rs

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DOI: 10.46793/Uzdanica19.S.115GR

САЖЕТАК: 

The purpose of the research was to examine teachers’ perceptions of the re- quirements and benefits of using indirect versus direct instruction in online mathematics teach- ing and its relation with socio-educational variables. Also, it is examined whether, compared to other subjects, teachers more often apply a certain type of instruction in mathematics classes, and what teaching materials and tools for communication they use when applying direct and indirect instruction in online mathematics teaching. The results showed that teachers perceive the benefits and requirements of indirect instruction compared to direct instruction, and this perception is a slightly determined by levels of their education and work experience. About half of teachers, use direct instruction more often in online mathematics classes, compared to the other subjects. They use a wide range of teaching materials and tools for communication. The results have implications for the further professional development of teachers in the domain of using direct and indirect instructions in mathematics teaching.

КЉУЧНЕ РЕЧИ:

direct and indirect instruction, online mathematics teaching, primary educa- tion, teachers’ perceptions.

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