Page 86 - 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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ja Maričić, Nenad Milinković, and Snežana Marinković
Table 1 Structure of the Research Sample
Item Category f f
Years of work experience Less than .
Grade of class – .
Level of studies – .
More than .
Total .
I .
II .
III .
IV .
Total .
Basic academic studies .
Master academic studies .
Total .
0.82) indicates good reliability and good internal consistency of the measur-
ing instrument. The data obtained with the help of survey questionnaires
were processed qualitatively and quantitatively.
Research Results and Discussion
Ways of Teaching Online Mathematics
The first research task was to determine the ways in which teachers taught
mathematics online during the COVID-19 pandemic. The results have shown
that the teachers implemented the online teaching of mathematics through
different types of communication channels, i.e. their combination. Most of
the respondents taught mathematics using Viber groups (85.1) (figure 1).
This result makes sense, especially if we keep in mind that this type of com-
munication is very common in everyday communication of people. Actually,
the largest number of teachers used this tool even before the introduction
of the state of emergency, for everyday communication. Also, parents and
students are familiar with and used to it. Easy to use, it enables communica-
tion with a larger number of students in a short interval, so teachers chose
this medium to communicate with students, because they felt safer. Simi-
lar results were obtained in a survey of teachers in Slovakia, who stated that
they most often used Messenger as a form of communication, because they
had previously used it in everyday communication (Csachová and Jurečková
2020). Secondly, the largest number of teachers (73.4) decided to rely on the
teaching of mathematics provided by the state to support distance learning
86
Table 1 Structure of the Research Sample
Item Category f f
Years of work experience Less than .
Grade of class – .
Level of studies – .
More than .
Total .
I .
II .
III .
IV .
Total .
Basic academic studies .
Master academic studies .
Total .
0.82) indicates good reliability and good internal consistency of the measur-
ing instrument. The data obtained with the help of survey questionnaires
were processed qualitatively and quantitatively.
Research Results and Discussion
Ways of Teaching Online Mathematics
The first research task was to determine the ways in which teachers taught
mathematics online during the COVID-19 pandemic. The results have shown
that the teachers implemented the online teaching of mathematics through
different types of communication channels, i.e. their combination. Most of
the respondents taught mathematics using Viber groups (85.1) (figure 1).
This result makes sense, especially if we keep in mind that this type of com-
munication is very common in everyday communication of people. Actually,
the largest number of teachers used this tool even before the introduction
of the state of emergency, for everyday communication. Also, parents and
students are familiar with and used to it. Easy to use, it enables communica-
tion with a larger number of students in a short interval, so teachers chose
this medium to communicate with students, because they felt safer. Simi-
lar results were obtained in a survey of teachers in Slovakia, who stated that
they most often used Messenger as a form of communication, because they
had previously used it in everyday communication (Csachová and Jurečková
2020). Secondly, the largest number of teachers (73.4) decided to rely on the
teaching of mathematics provided by the state to support distance learning
86
