Using a MOOC Format for a Precalculus Course

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

“…The final point before discussing the limitations is highlighting and acknowledging the existing literature in mathematics education both in school (e.g., Donnelly-Hermosillo et al, 2020) and university (e.g., Maciejewski, 2016) that focuses on integrating technology in teaching and learning, and more importantly, the literature on teaching and learning of mathematics in online settings (e.g., Townsley, 2016). Research in both school and tertiary mathematics education has a growing body of literature that can assist mathematics lecturers in moving forward and how to address students' challenges.…”

“…Several Massive Open Online Courses (MOOCs) were designed and implemented for teaching undergraduate mathematics courses (e.g., calculus and differential equations courses) such as those offered by Coursera 4 , and blended learning approaches such as flipped classrooms were introduced in undergraduate mathematical courses. Mathematics educators have also started inquiring in this regard, exploring how students and teachers experienced engaging with MOOCs (e.g., Townsley, 2016 ) and flipped classrooms (e.g., Maciejewski, 2016 ; Naccarato & Karakok, 2015 ). Mobile technologies (e.g., smartphones) were also introduced as a means for teaching and learning of mathematics (see Borba et al, 2017 ), and several studies explored its potential (e.g., Wijers et al, 2010 ) and how students and teachers perceived these technologies (e.g., Holubz, 2015 ).…”