In the last decade, micro-lectures have been widely used to teach mathematics, but only a few studies have examined the factors affecting teachers’ intentions of using micro-lectures. As teachers are key to integrating modern technologies such as micro-lectures into students’ learning processes, knowledge about teachers’ intentions in this regard could be of particular importance. This study aimed to analyze the behavioral intention (BI) of mathematics teachers in using micro-lectures in mathematics in China, and identify the most influential factors involved, for the very first time. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used as a design model to investigate teachers’ BIs concerning the use of micro-lectures, and we used an online questionnaire to collect quantitative data. The participants in our research were 174 mathematics teachers from China, 166 of whom provided us with evaluable questionnaire data. Furthermore, partial least squares (PLS) regression was used, and hypothesis testing was performed with the Smart-PLS software. From the results, BI was positively affected by Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI). BI and facility conditions also had positive effects on user behavior; in contrast to other studies, SI had the most significant positive effect on BIs in our study. Our findings could provide insights into both future strategies for successful technology integration in mathematics classes and into mathematics teachers’ intentions towards integrating technologies into mathematics teaching.

This study aims to uncover some key elements of successful homelearning of mathematics, based on students' perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students' reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students' perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the context, (b) problems or tasks as learning triggers, (c) mathematics learning as a social as well as individual process, and (d) perceived positive cost-benefit analysis of learning mathematics are key to students' learning success. Although these categories were key for the students when learning mathematics in home-schooling during the current crisis, these categories could be equally considered when education moves back to school or in mixed learning environments post COVID-19.

Micro-lectures, i.e., short learning videos on a specific aspect of a topic, have become one of the most effective technology-based learning media approaches and were widely used during the COVID-19 pandemic. However, in the post-pandemic era starting from early 2022, as K-12 students have been allowed to resume going to school, it is necessary to evaluate students’ intentions to continuously use micro-lectures for learning mathematics. Therefore, this study aims to explore attitudes and continuous intentions of students towards the utilization of micro-lectures. To investigate students’ intentions of using micro-lectures, we utilized the unified theory of acceptance and use of technology (UTAUT-2). Data were collected from 321 junior high school students (14–17 years old) in Bandung, Indonesia, who used online classes and micro-lectures to learn mathematics during the pandemic. A structural equation model was also used to analyze the independent (performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, and habit) and dependent (attitude and continuous intention) variables. Furthermore, online questionnaires were used to obtain data on students’ attitudes and continuous intention to utilize micro-lectures in the post-COVID-19 era. The results suggested that effort expectancy (EE) and hedonic motivation (HM) had a significant effect on attitudes, whose correlation with habit also influenced the continuous intention during this post-pandemic period. Despite these results, the habit variable was found to be the factor most influencing continuous intention. These results provide information to teachers, schools, and the government to continuously increase the use of micro-lectures based on improving student learning performances in the post-pandemic era.

Combining new educational approaches and educational technologies can make mathematics education more adaptable to pupils’ needs in the 21st century. Our explorative educational study aimed to identify how learning settings and learning environments should be designed to facilitate synthesising flipped approaches to education and using GeoGebra. To discover how to combine flipped approaches and GeoGebra in mathematics education, we conducted a nine-month educational study at a Viennese secondary school. In our study, we focused on pupils’ needs, as pupils are key to combining successfully new educational approaches and using technologies. Analysing our qualitative research data following design-based and grounded theory approaches indicates that the categories (a) clear task definition and task design, (b) feedback, (c) context and benefits, and (d) single-source learning environments are important for pupils when utilising GeoGebra for enhancing flipped education.

No abstract