COVID-19 and the use of digital technology in mathematics education

Alabdulaziz, Mansour Saleh

doi:10.1007/s10639-021-10602-3

Cited by 72 publications

(56 citation statements)

References 25 publications

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“…As shown in Tables 2 and 3 , PMTs assigned functions to technologies for the reorganization of classroom environments, of mathematical work in the classroom, and sometimes to recreate activities of conventional pre-pandemic teaching. This shows differences between technology agency as assigned by PMTs and its potential as documented for research in pre-pandemic teaching (Villa-Ochoa & Suárez-Téllez, 2021 ; Hillmayr et al, 2020 ; Erens & Eichler, 2018) and during the pandemic (Alabdulaziz, 2021 ; Naidoo, 2020 ). Similarly to results reported by Alabdulaziz ( 2021 ) and Naidoo ( 2020 ), in our study, the PMTs recognized that the pandemic created conditions for technology to remain in the educational process permanently; however, unlike these studies, our results reinforce the need to transcend a simple positive perception and to recognize the agency of technology and how it could be integrated into curricula and school context conditions.…”

Section: Discussionmentioning

confidence: 99%

Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media

Villa-Ochoa

Molina-Toro

Borba

2022

ZDM Mathematics Education

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Research literature on the role of mathematics teachers during the COVID-19 crisis shows that teacher preparation for emergency situations is required. In reporting on this exploratory study, we present and analyse lesson plans created by seven future teachers for mathematics classes during the pandemic. Data were collected between April and October 2021 from 16 four-hour class sessions in a Mathematics Degree Program at a public university in Medellín, Colombia. The notion of Humans-with-Media and the Learning by Expanding theory were used as frameworks to understand what roles prospective mathematics teacher (PMTs) assign to technologies for teaching in pandemic conditions. The PMTs’ uses of technology for teaching mathematics during a pandemic were categorized. The results show that technology was used to reorganize and reproduce mathematics teaching practices. This report addresses the impact of technology on the activity system, and we conclude with a discussion of opportunities and limitations of students’ conceptions about teaching and technology during a pandemic.

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Section: Discussionmentioning

confidence: 99%

Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media

Villa-Ochoa

Molina-Toro

Borba

2022

ZDM Mathematics Education

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“…The Covid-19 pandemic has made the world educational institutions to conduct learning online [31], [32]. This situation made Indonesia stop the national examinations, causing each school to prepare its final examination items for determining the students' graduation.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

Tt¹

2021

Preprint

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The National Examination in Indonesia has been abolished since 2020. Hence, the Indonesian junior high schools makes its final examination items for the 9th-grade, and from the results, the school determines students' graduation. The final examination has an important role and significant value in making decisions about students' graduation. Therefore, this study is aimed to analyze the Online Final Examination items in one of the public junior high schools in Bandung. The sample was 234 students in grade 9 using their mathematics examination tests, comprising 20 multiple-choice items with 4 options, while the data processing used Winsteps software with the Rasch modeling technique. Subsequently, the Rasch model results showed an acceptable person separation statistic of 1.54 and sufficient person reliability at 0.74. The item separation statistics was in a good category at 4.59, while the item reliability at 0.95 was excellent. Although four online final examination items were in the fit category, 16 were good and capable of dividing students according to their abilities. The result also provided very detailed data about the quality of the items and the ability of each grade 9 student. Since each test item is included in the fit category, this study contributes information on preparing and analyzing the Online Final Examination to teachers..

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“…In addition, Alabdulaziz (2021) found that in Saudi Arabian mathematics education, mobile technologies, pen tablets and touchscreens had become popular hardware; and computer algebra systems, digital libraries and massive open online courses had become popular software. In American and British literacy education, there are cases where audiovisual recording and editing software and annotation software have become popular to support new practices such as virtual journaling and multimodal texts (Chamberlain, Lacina, Jimerson, Payne & Zingale (2020).…”

Section: Digital Literacy: Schooling Contextsmentioning

confidence: 99%

Digital Literacy Skills for Exam-Oriented, Pandemic Schooling: A Mixed Methods Study of Students’ Authentic Performance

Woo¹,

Wang²

2022

Preprint

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The COVID-19 pandemic has changed conditions for schooling around the world and has hastened the use of digital technologies in education systems which focus on high-stakes examinations. The present study investigates what digital skills students need to take examinations using digital technologies, how schools might determine students' proficiency in these skills and whether students are proficient in these skills. Using exploratory, mixed methods, the study collects and analyzes student artifacts from a Hong Kong school’s examination practice using digital technologies during the COVID-19 pandemic. In the qualitative phase of the study, it names and describes 10 device and software skills and three levels of proficiency by which to assess student performance. In the quantitative phase of the study, a larger sample of student artifacts was scored and the results show students can perform some skills more consistently than others. Besides, some students can inconsistently perform a skill within one examination instance and over several examination instances. The study provides rich description of digital skills for exam-oriented education systems and specific devices and pieces of software, supporting infrastructure and a popular use of digital technologies that support the skills. Schools need to provide digital skills training and assessment for students to take high stakes examinations using digital technologies and can examine direct evidence to inform development of that training and assessment.

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COVID-19 and the use of digital technology in mathematics education

Cited by 72 publications

References 25 publications

Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media

Roles of technologies for future teaching in a pandemic: activity, agency, and humans-with-media

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

Digital Literacy Skills for Exam-Oriented, Pandemic Schooling: A Mixed Methods Study of Students’ Authentic Performance

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