Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic

Radmehr, Farzad; Goodchild, Simon

doi:10.1007/s40753-021-00162-9

Cited by 20 publications

(25 citation statements)

References 40 publications

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“…Finally, the data from this study suggest implications related to efforts to facilitate online mathematics instruction, which was still in the developmental phase before the pandemic (Radmehr & Goodchild, 2022). First, both PSTs and PCSs noted that when they were in Zoom breakout rooms, student-to-student interactions declined as compared to when they were working in groups in-person.…”

Section: Implications For Facilitating Active Learning In the Online ...mentioning

confidence: 77%

Undergraduate Students’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics

Cirillo

Berk

LaRochelle

et al. 2022

Int. J. Res. Undergrad. Math. Ed.

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The recent push toward active learning – engaging students in the learning process – is meant to benefit students. Yet there is still much to learn about students’ perceptions of this phenomenon. We share results from an interview study of students’ perceptions of features of two active learning models institutionalized at a large doctoral-granting university – a model for teaching foundational mathematics courses and an early field experience model for teaching preservice secondary students to teach mathematics. These models were implemented simultaneously in a single precalculus course. Interviews were conducted with both student populations (i.e., precalculus students and preservice teachers) to understand which in-class features of the models students noticed and identified as beneficial to their learning. Precalculus students identified specific opportunities related to active learning in the undergraduate mathematics teaching model – working in groups on mathematics tasks that engaged students in sensemaking and interacting with their instructor around mathematics. Preservice teachers identified specific opportunities related to three features of the university field experience model – observing a mathematics instructor enacting ambitious instructional practices, planning and teaching a “real” lesson, and observing student thinking and practicing teaching moves during groupwork. We conclude with pedagogical recommendations about particular features of the models that may help mitigate student resistance to active learning.

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Section: Implications For Facilitating Active Learning In the Online ...mentioning

confidence: 77%

Undergraduate Students’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics

Cirillo

Berk

LaRochelle

et al. 2022

Int. J. Res. Undergrad. Math. Ed.

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“…Berdasarkan artikel terpilih yang diterbitkan dari tahun 2018 sehingga bulan April 2022, kajian ini mendapati bahawa kajian cabaran pengajaran dan pembelajaran matematik dalam talian paling banyak diterbitkan pada tahun 2021 (Rajah 2). Daripada 20 artikel yang terpilih, terdapat 3 artikel yang diterbitkan pada tahun 2018 (Reju & Jita, 2018;Msomi & Bansilal, 2018;Moradi et al, 2018), 1 artikel diterbitkan pada tahun 2019 (Thompson & McDowell, 2019), 3 artikel diterbitkan pada tahun 2020 (Naidoo, 2020;Cassibba et al, 2020;Wang et al, 2020), 10 artikel diterbitkan pada tahun 2021 (Lishchynska et al, 2021;Fhloinn & Fitzmaurice, 2021;Sedaghatjou et al, 2021;Bringula et al, 2021;Cao et al, 2021;Calder et al, 2021;Mukuka et al,2021;Lambert & Schuck, 2021;Hite et al, 2021;Jeong & González-Gómez, 2021) dan 3 artikel diterbitkan pada tahun 2022 (Maarif et al, 2022;Radmehr & Goodchild, 2022;Mullen et al, 2022).…”

Section: Tahun Penerbitanunclassified

“…Negara yang paling banyak menjalankan kajian mengenai cabaran pengajaran dan pembelajaran matematik dalam talian ialah negara Eropah, diikuti dengan negara Amerika Syarikat. Daripada 20 artikel terpilih, 7 artikel telah berfokus kepada negara Eropah termasuk Norway, Ireland, Itali dan Sepanyol (Radmehr & Goodchild, 2022;Mullen et al, 2022;Lishchynska et al, 2021;Fhloinn & Fitzmaurice, 2021;Sedaghatjou et al, 2021;Cassibba et al, 2020;Jeong & González-Gómez, 2021), 6 artikel yang melibatkan negara Amerika Syarikat (Sedaghatjou et al, 2021;Thompson & McDowell, 2019;Lambert & Schuck, 2021;Moradi et al, 2018;Hite et al, 2021;Wang et al, 2020), 5 artikel yang melibatkan negara Amerika Syarikat (Thompson & McDowell, 2019;Lambert & Schuck , 2021;Moradi et al, 2018;Hite et al, 2021;Wang et al, 2020), dan 1 artikel di negara Malaysia (Wang et al, 2020), New Zealand (Calder et al, 2021), China (Cao et al, 2021), Filipina (Bringula et al, 2021), Kanada (Sedaghatjou et al, 2021), Australia (Mullen et al,2022), dan Indonesia (Maarif et al, 2022) masing-masing.…”

Section: Negara Kajianunclassified

Cabaran Pelaksanaan Pengajaran dan Pembelajaran Matematik dalam Talian: Sorotan Literatur Bersistematik

Li¹,

Maat²

2022

MJSSH

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Pembelajaran dalam talian merujuk kepada pembelajaran tanpa bersemuka yang dijalankan secara maya melalui capaian Internet. Pertukaran pengajaran dan pembelajaran (PdP) konvensional kepada PdP dalam talian telah menjadi kebiasaan dalam era pandemik COVID-19. Ini telah membawa cabaran kepada para guru dan murid. Kajian ini bertujuan untuk menjalankan tinjauan literatur bersistematik tentang trend penyelidikan PdP matematik dalam talian di samping menerokai cabaran PdP matematik dalam talian. Model PRISMA digunakan dalam kajian ini. Sebanyak 20 artikel dari tahun 2018 hingga April 2022 telah dipilih daripada Scopus dan Web of Science (WOS). Hasil kajian mendapati bahawa bilangan penerbitan artikel meningkat dari tahun 2019 hingga tahun 2021. Hal ini menunjukkan bahawa cabaran pelaksanaan PdP matematik dalam talian semakin diberi tumpuan oleh pengkaji. Selain itu, kajian adalah lebih berfokus kepada negara Eropah dan Amerika Syarikat. Majoriti kajian telah menggunakan pendekatan gabungan. Cabaran PdP matematik dalam talian yang dihadapi oleh majoriti guru adalah berkaitan dengan aspek pedagogi dan teknologi, manakala kebanyakan murid menghadapi cabaran dalam aspek perbelanjaan dan teknologi. Dapatan kajian ini dapat memberikan implikasi kepada pendidik dan penggubal dasar dalam bidang pendidikan terutamanya untuk pelaksanaan PdP matematik dalam talian. Justeru, dicadangkan kajian lanjutan boleh memberi tumpuan kepada cabaran pelaksanaan PdP dalam talian di negara Asia. Kajian lebih mendalam boleh dilakukan dengan memberi tumpuan kepada minat murid dan inovasi yang sesuai dalam PdP matematik dalam talian, serta meneroka perbezaan hasil pembelajaran dalam talian dengan pembelajaran bersemuka bagi membekalkan hasil kajian yang berguna dalam bidang pendidikan matematik.

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“…Some prefer to distinguish differences by describing online learning as 'complete' online learning (Earle & Fraser, 2017;Radmehr & Goodchild, 2022), while others simply refer to the technology media or the context in which it is used (Nacu et al, 2018;Öztok, 2016). Online learning is described by most authors as using technology to access learning experiences (Moore et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

Rohaeni

Satori

Komariah

et al. 2022

CJES

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The purpose of this study was to investigate online learning service management (ORNAMENT) for student learning activeness by using the Rasch model analysis. The research method used is the mixed method. Samples for this study were three public junior high schools (PJHS) in Bandung, West Java, Indonesia. The data source are 58, consisting of 19 PJHS X (high quality), 19 PJHS Y (medium quality) and 20 PJHS Z (low quality). For quantitative data, a 7-item questionnaire is used and for qualitative data, interviews were conducted. The results show that almost all data sources, especially PJHS X (100%), agree with all statements on the questionnaire. It can be concluded that through ORNAMENT students’ learning activeness can develop. In addition, the learning activeness of PJHS X students is superior to those of the other two schools. Schools can use ORNAMENT, which was developed and adapted to standards and principles, to develop student learning activeness. Keywords: ORNAMENT, Rasch model, learning activity

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Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic

Cited by 20 publications

References 40 publications

Undergraduate Students’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics

Undergraduate Students’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics

Cabaran Pelaksanaan Pengajaran dan Pembelajaran Matematik dalam Talian: Sorotan Literatur Bersistematik

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

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