Knowledge Required by Math Teachers for Virtual Teaching in Third Grade Elementary

The main purpose of this study was to identify the knowledge required by math teachers for virtual teaching in the third grade of elementary school (case study: teachers in region one). The research method was descriptive-survey and applied in terms of purpose. The study population consisted of 190 third grade elementary teachers in mathematics in district one of Tehran (non-governmental and governmental). Using random sampling method and based on Morgan table, the statistical sample size of this study was 124. In order to measure the variables, a researcher-made questionnaire was used by considering the indicators of teaching methods with 5 items, interaction and communication with 5 items, information and communication technologies. To evaluate the face validity, a questionnaire was provided to university professors and other available experts. In the second stage, the validity test was used to assess the content validity of experts in terms of the degree of coordination of the content of the measurement tool with the research purpose. After evaluating the validity, the internal consistency method (Cronbach's alpha method) was used to evaluate the reliability of the questionnaire. Inferential statistics including one-group t-test, chi-square and Friedman tests and SPSS 24 software were used to analyze the data. Findings showed that the real mean of all research variables was higher than the assumed mean (3) and this means that all variables of this research in the study population are agreed upon by teachers. Among these, assessment methods have the highest average (more important), followed by how to interact and communicate with students, information and communication technologies and teaching methods are the priority of teachers.