Primary School Teachers Views on the Use of Multiple Representations in Mathematics Lessons During the Distance Education Process

The primary aim of this study is to examine primary school teachers’ views on the use of multiple representations in mathematics lessons during the distance education process by evaluating these views in relation to their practices in face-to-face instruction. Designed within the interpretative phenomenological research approach, the study involved 15 primary school teachers working in the province of Kastamonu, who were selected through convenience sampling. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed that teachers had limited awareness of multiple representations, found it challenging to diversify representations on digital platforms, and expressed a need for supportive professional development in this area. It was also determined that teachers predominantly used representations for the purpose of concretization, while experiencing difficulties in processes involving the coordination and transformation between representations. Additionally, teachers perceived their use of multiple representations as more effective in face-to-face instruction. The study offers recommendations for the effective use of multiple representations in distance education and contributes to teacher education. In this context, it is recommended that teachers be supported through in-service training focused on both technology use and multiple representations, particularly to enable the pedagogically effective integration of digital representations.