Reimagining Mathematics Education During the COVID-19 Pandemic

Khirwadkar, Anjali; Khan, Sheliza Ibrahim; Mgombelo, Joyce; Ratković, Snežana; Forbes, Wendy

doi:10.26522/brocked.v29i2.839

Cited by 34 publications

(38 citation statements)

References 2 publications

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“…It is not only the social presence that plays a vital role in support among students, but also organizational issues such as the distribution of students along the class and the restrictions of interactions among them. Although many experiences referred to online peer support as a possible solution in this context [53][54][55], many authors have pointed out the superiority and benefits of in-person peer support over distance peer support [56][57][58]. In this sense, some authors refer to the "together alone" feelings that some students reported in the discussion groups; that is, your peers are there with you but they cannot help you as they used to [59,60].…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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Section: Discussionmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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“…The learning environment in higher educational institutions, especially in the context of natural and mathematical sciences, requires deep learning supported by critical thinking and introspection (Santangelo et al, 2021), which fosters creativity and innovation (Khotimah et al, 2021). A rational and radical approach to the study of natural and mathematical disciplines draws attention to interdisciplinary interaction (Khirwadkar et al, 2020). In the learning process, students must think, solve problems, change their positions and opinions, develop skills and accumulate knowledge.…”

Section: Discussionmentioning

confidence: 99%

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

et al. 2022

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The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.

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“…Domain-specific pedagogy benefits from practical examples made possible by the media using statistical representations to explain the spread of the virus (Bakker & Wagner, 2020 ). Through an enactive approach, the pandemic provides opportunities to reimagine new possibilities for teaching and learning as well as structuring the learning environment (Khirwadkar et al, 2020 ). Under the Covid-19 context of mandatory online mathematics education, new questions are raised to provide better research directives and insights.…”

Section: Introductionmentioning

confidence: 99%

Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic coupling

Hasumi

Chiu

2022

Scientometrics

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Under the COVID-19 pandemic, mathematics education has moved completely online. To tackle this new norm based on bio-eco-techno theories, this study aims to provide educators an overview of the research landscape for envisioning educational practices through bibliometric analysis of 319 articles and reviews published in peer-reviewed journals from 1993 to 2020. Country and institutional co-authorship depicts the social network structure of the field to identify top productive contributors. Bibliographic coupling of publications forms the conceptual structure, revealing research themes. Together, the results are mapped according to the bio-eco-techno perspective. The bioecological system highlights student achievement as the central concerns. The microsystem emphasizes techno-subsystems for supporting flipped learning. The exosystem and mesosystem require institution support for teacher pedagogical design, digital competencies, and collaboration. The macrosystem raises the issue of distribution or centralization in the strengths of online mathematics education and calls for greater cross-national boundary digital use and collaboration. The chronosystem asks: Does Covid-19 force the popularity of blended or flipped learning into online education? Based on the bio-eco-techno perspective, further recommendations are provided. Supplementary Information The online version contains supplementary material available at 10.1007/s11192-022-04441-3.

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Reimagining Mathematics Education During the COVID-19 Pandemic

Cited by 34 publications

References 2 publications

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

Online mathematics education as bio-eco-techno process: bibliometric analysis using co-authorship and bibliographic coupling

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