Due to the COVID-19 pandemic, countries have had to adapt their usual teaching environment and processes to distance education. The purpose of this study was to investigate the Grade 9 geometry course contents shared on the Education Information Network (EBA) platform in terms of mathematics values (mathematical values and mathematics educational values). This study was a qualitative research based on document review. Data were collected from the Grade 9 geometry course contents in the EBA affiliated to the Turkish Ministry of National Education (MoNE) and analysed using semantic content analysis. The results showed that the mathematical values such as objectism, openness, rationalism, and the mathematics educational values such as formalistic view, inquiry, instrumental understanding, facts & theories are often emphasised in geometry courses through distance education. The results of the study were also compared with the results of studies of mathematics courses through face-to-face education in the related literature and some suggestions were also made for further studies in this context.