Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Cao, Yiming; Shu, Zhang; Chan, Man Ching Esther; Kang, Yuhao

doi:10.1007/s12564-021-09694-w

Cited by 44 publications

(45 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the context of university education, teachers are expected to evolve rapidly in the technological world, as higher education institutions play a crucial role in developing the digital competence of tomorrow's professionally active citizens [6]. However, the effectiveness of this development can only be assessed by evaluating the teachers' perception of the use of DCC tools and the teaching results obtained in the classroom on concrete actions [7][8][9]. In this area, it has been found that the positive perception of the use of DCC tools in the classroom by teachers does not always coincide with the real capacity of teachers to adapt their programs to the virtual classroom with digital resources [10,11].…”

Section: Introductionmentioning

confidence: 99%

Digital Content Creation Tools: American University Teachers’ Perception

et al. 2021

View full text Add to dashboard Cite

This paper studies the perception of Latin American university teachers about the effectiveness of digital content creation (DCC) tools for the creation of e-learning training actions. For this purpose, the opinions of a group of 564 teachers from different universities in 16 Latin American countries have been collected and their answers have been analyzed according to different sociological and academic characteristics (gender, age, teaching experience, area of knowledge, and academic degree). The results indicate that Latin American university teachers express high levels of digital training and highly value the didactic effectiveness of DCC tools to develop e-learning training actions. This valuation is significantly higher among females than males. Gender is also revealed as the most influential characteristic in the perception of teachers about the use of digital resources in the classroom, above any other aspect.

show abstract

Section: Introductionmentioning

confidence: 99%

Digital Content Creation Tools: American University Teachers’ Perception

et al. 2021

View full text Add to dashboard Cite

show abstract

“…A meta-pedadidactic is the educator's ability to comprehensively analyze pedagogy interaction, didactic interaction, and didactic pedagogy anticipation in a learning situation (Suryadi, 2013). The rapid development of technology expands to the issue of technology integration into didactic mathematics systems (Ruthven, 2012;Cao, et al, 2021). The situation in online learning is undoubtedly different from the situation in face-to-face learning because of the difference in the milieu.…”

Section: Didactical System In Online Learning Environmentmentioning

confidence: 99%

Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia

Marfuah¹,

Suryadi²,

Turmudi³

et al. 2022

EJEL

View full text Add to dashboard Cite

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

show abstract

“…Before the COVID-19 pandemic, WBMI was widely used in distance education at the undergraduate level (Cao et al, 2021 ). There have only been a few research that examined the nature of the web-based mathematics learning environment (Cady & Rearden, 2009 ; Cao et al, 2021 ).…”

Section: Potential Moderators Of the Effectiveness Of Wbmi On Mathema...mentioning

confidence: 99%

“…Web-based mathematics instruction (WBMI) plays a crucial role in mathematics education as technological advancements have changed the way of learning and teaching mathematics (Cao et al, 2021 ). Although WBMI has been initially seen only as a preferred teaching option in graduate and undergraduate education, it has been widely used at all levels of K-16 education in recent years.…”

Section: Introductionmentioning

confidence: 99%

“…Although the COVID-19 pandemic has led to an automatic transition to WBMI, it is not possible to infer that students and mathematics teachers have adapted to WBMI (Baran, Correia, & Thompson, 2011 ). Face-to-face mathematics instruction has been the first preferred type of instruction by students and mathematics teachers for centuries, making it difficult for mathematics teachers and students to switch to WBMI (Cao et al, 2021 ). This leads students and mathematics teachers to have the belief that face-to-face mathematics instruction is more effective than WBMI.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Akın

2022

Educ Inf Technol

View full text Add to dashboard Cite

Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students’ mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students’ mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. Based on findings, WBMI has a significantly strong effect on K-16 students’ mathematics learning ( g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students’ mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students’ mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students’ mathematics learning.

show abstract

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Cited by 44 publications

References 24 publications

Digital Content Creation Tools: American University Teachers’ Perception

Digital Content Creation Tools: American University Teachers’ Perception

Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Contact Info

Product

Resources

About