Page 85 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Online Math Lessons in Junior Grades of Primary School amid the COVID-19 Pandemic
during the COVID-19 pandemic and the ways in which they taught mathe-
matics online. The research aimed to examine the following:
1. In what ways the class teachers implemented online teaching of math-
ematics;
2. What difficulties the teachers came across when harmonizing their
work plan in mathematics teaching with the plan brought in by the
state;
3. How the teachers prepared for the teaching of mathematics;
4. Whether the teachers are satisfied with their own organization and im-
plementation of online teaching of mathematics and what their views
on the implementation of online learning in regular teaching of math-
ematics are.
The research sample was selected from the population of class teachers
who taught mathematics during the state of emergency introduced due to
the COVID-19 pandemic in the Republic of Serbia. The sample included 188
class teachers from the territory of the Zlatibor district. The research involved
teachers with different work experience, different levels of education and
those who taught different grades during online teaching, in order to get
a more comprehensive picture and more complete answers within the re-
search tasks. Insight into table 1 shows that the majority of teachers who par-
ticipated in the research were those with over 20 years of work experience in
teaching (31.9), followed by teachers with 10 to 20 years of work experience
(24.5) and those working for 5 to 10 years (23.4), while the least number of
respondents have worked for less than 5 years (20.2).
The survey included 55.3 of teachers who completed master academic
studies and 44.7 who completed basic academic studies. The structure of
the sample of teachers according to the grade they led was quite balanced:
grade I – 21.3, grade II – 26.6, grade III – 28.7 and grade IV – 23.4.
For the purposes of the research, a closed-ended questionnaire was con-
structed (Google Forms). The survey was anonymous to ensure that respon-
dents were impartial in choosing answers that reflected their opinion. In
some questions, teachers had the opportunity to choose more items as an
answer, since the implementation of online teaching was not based only on
one element. In the questions where the attitudes of teachers about their
satisfaction with online teaching and experiences related to the implemen-
tation were examined, the teachers chose only one of the offered answers.
The value of Cronbach’s alpha coefficient of the survey questionnaire (α =
85
during the COVID-19 pandemic and the ways in which they taught mathe-
matics online. The research aimed to examine the following:
1. In what ways the class teachers implemented online teaching of math-
ematics;
2. What difficulties the teachers came across when harmonizing their
work plan in mathematics teaching with the plan brought in by the
state;
3. How the teachers prepared for the teaching of mathematics;
4. Whether the teachers are satisfied with their own organization and im-
plementation of online teaching of mathematics and what their views
on the implementation of online learning in regular teaching of math-
ematics are.
The research sample was selected from the population of class teachers
who taught mathematics during the state of emergency introduced due to
the COVID-19 pandemic in the Republic of Serbia. The sample included 188
class teachers from the territory of the Zlatibor district. The research involved
teachers with different work experience, different levels of education and
those who taught different grades during online teaching, in order to get
a more comprehensive picture and more complete answers within the re-
search tasks. Insight into table 1 shows that the majority of teachers who par-
ticipated in the research were those with over 20 years of work experience in
teaching (31.9), followed by teachers with 10 to 20 years of work experience
(24.5) and those working for 5 to 10 years (23.4), while the least number of
respondents have worked for less than 5 years (20.2).
The survey included 55.3 of teachers who completed master academic
studies and 44.7 who completed basic academic studies. The structure of
the sample of teachers according to the grade they led was quite balanced:
grade I – 21.3, grade II – 26.6, grade III – 28.7 and grade IV – 23.4.
For the purposes of the research, a closed-ended questionnaire was con-
structed (Google Forms). The survey was anonymous to ensure that respon-
dents were impartial in choosing answers that reflected their opinion. In
some questions, teachers had the opportunity to choose more items as an
answer, since the implementation of online teaching was not based only on
one element. In the questions where the attitudes of teachers about their
satisfaction with online teaching and experiences related to the implemen-
tation were examined, the teachers chose only one of the offered answers.
The value of Cronbach’s alpha coefficient of the survey questionnaire (α =
85
