Page 93 - 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
aware of the numerous shortcomings it brings. Teachers in our country are
not alone in their satisfaction with this type of teaching. A survey conducted
in Spain has shown that 81 of mathematics teachers state they are very or
completely satisfied with their teaching (Marchesi et al. 2020).
The analysis of the opinions of teachers with different lengths of work ex-
perience shows that an increase in work experience decreases teachers’ will-
ingness to use online teaching as a supplement to direct teaching to a greater
extent than in teachers with less work experience (χ2 = 28.99, df = 3, p = 0.00)
(table 4). The same differences are observed between teachers of different
levels of education, where master teachers are more positive towards the
implementation of online teaching as a supplement to direct teaching (χ2
= 8.26, df = 1, p < 0.05).
Based on the results, we can conclude that teachers are satisfied with their
implementation of online mathematics teaching, as well as that they are
ready to continue to use hybrid (mixed) teaching in their work. Satisfaction
and willingness decline with increasing years of teaching experience. The
reason for this high percentage of satisfaction with such forms of organized
mathematics teaching can be found in the fact that teachers have recognized
the usefulness of the Internet and various web platforms as a form of distinc-
tive assistance in their work.
Conclusion
The pandemic has significantly disrupted education. However, it also pro-
vided opportunities to transform educational practices, introduce new ways
of teaching and learning and new ways of communicating with children and
families, and imposed new roles with the goal of greater overall care for the
well-being of students. Due to the fact that teachers suddenly found them-
selves in a new situation, various types of support were provided by the Min-
istry of Education, Science and Technological Development of the Republic
of Serbia, including webinars and online meetings, as well as various types
of training, guidelines and manuals for using different platforms and online
learning tools.
The results of the research showed that the class teachers implemented
online teaching of mathematics using different types of communication,
i.e. their combination. Most respondents taught mathematics through Viber
groups, followed by lessons broadcast on national television and the plat-
form ‘Moja škola,’ although in the opinion of most teachers, lessons shown
on television did not follow their personal plans. The teachers also used on-
line classrooms – Google Classroom and Microsoft Teams. The obtained re-
93
aware of the numerous shortcomings it brings. Teachers in our country are
not alone in their satisfaction with this type of teaching. A survey conducted
in Spain has shown that 81 of mathematics teachers state they are very or
completely satisfied with their teaching (Marchesi et al. 2020).
The analysis of the opinions of teachers with different lengths of work ex-
perience shows that an increase in work experience decreases teachers’ will-
ingness to use online teaching as a supplement to direct teaching to a greater
extent than in teachers with less work experience (χ2 = 28.99, df = 3, p = 0.00)
(table 4). The same differences are observed between teachers of different
levels of education, where master teachers are more positive towards the
implementation of online teaching as a supplement to direct teaching (χ2
= 8.26, df = 1, p < 0.05).
Based on the results, we can conclude that teachers are satisfied with their
implementation of online mathematics teaching, as well as that they are
ready to continue to use hybrid (mixed) teaching in their work. Satisfaction
and willingness decline with increasing years of teaching experience. The
reason for this high percentage of satisfaction with such forms of organized
mathematics teaching can be found in the fact that teachers have recognized
the usefulness of the Internet and various web platforms as a form of distinc-
tive assistance in their work.
Conclusion
The pandemic has significantly disrupted education. However, it also pro-
vided opportunities to transform educational practices, introduce new ways
of teaching and learning and new ways of communicating with children and
families, and imposed new roles with the goal of greater overall care for the
well-being of students. Due to the fact that teachers suddenly found them-
selves in a new situation, various types of support were provided by the Min-
istry of Education, Science and Technological Development of the Republic
of Serbia, including webinars and online meetings, as well as various types
of training, guidelines and manuals for using different platforms and online
learning tools.
The results of the research showed that the class teachers implemented
online teaching of mathematics using different types of communication,
i.e. their combination. Most respondents taught mathematics through Viber
groups, followed by lessons broadcast on national television and the plat-
form ‘Moja škola,’ although in the opinion of most teachers, lessons shown
on television did not follow their personal plans. The teachers also used on-
line classrooms – Google Classroom and Microsoft Teams. The obtained re-
93
