| المستخلص: |
The current study aimed to identify the attitudes of mathematics teachers towards distance learning in light of the spread of the Corona pandemic in the Hawalli Education District in the State of Kuwait, and to identify individual differences in the responses of mathematics teachers in their directions towards distance learning in light of the spread of the Corona pandemic in the Hawalli Educational District in the State of Kuwait. For the variable of gender and years of experience, the descriptive and analytical approach was used, and the study population consisted of mathematics teachers in public schools in the Hawalli Education District in the State of Kuwait in the first semester of the 2020/2021 academic year. A random sample was chosen from the study population and amounted to (120) teachers. A questionnaire consisting of (20) paragraphs has been prepared, and the results of the study concluded that the attitudes of mathematics teachers towards distance learning in light of the spread of the Corona pandemic in the Hawalli Education Area in the State of Kuwait were of a moderate degree, and the results of the study also found that there are no significant differences A statistic (= 0.05) attributed to the effect of gender, where the value of p was 0.702, with a statistical significance of 0.404, and there were no statistically significant differences (= 0.05) attributable to the effect of the qualification, where the value of p was 0.063 and an index A statistic of 0.802, there are statistically significant differences (=0.05) between less than 5 years on the one hand and each of 5-10 years, and more than 10 years on the other hand, and the differences came in favor of less than 5 years. The current study recommended the need to train mathematics teachers to apply the distance education system appropriately, the need to develop the technological infrastructure supporting distance learning and the effective employment of distance learning systems and pay attention to their governance, the need to design the mathematics course in line with the distance learning system, and the need to practice Blended learning in a way that does not cancel the traditional face-to-face teaching method and take advantage of e-learning, and raise awareness among teachers about the positive use of modern technology in learning.
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