ABSTRACT
During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs' views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from "a little" to "a moderate amount" before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.
ABSTRACT
This is a systematic literature review that discusses the contribution of fuzzy analytic (FA) and multi-criteria decision-making (MCDM) methods in classroom assessment. Due to a lack of knowledge and not being exposed to the importance and benefits of using computational intelligence approaches such as FA and MCDM, not many educators apply such methods. The issue of how it operates is also the cause of educators still adopting conventional assessment methods. Classroom assessment involves the orientation of data in the form of divergent, multiple, fuzzy, and terms of relation, so a more efficient approach to assessment is through modern mathematical methods and soft computing techniques as suggested by experts. This practical gap needs to be refined by providing a clear picture to educators about FA and MCDM as alternative assessment methods. Therefore, based on the PRISMA model, this systematic literature review is implemented to expose educators to the contribution of FA and MCDM in classroom assessment and conceptualize how to operate the method more easily and simply. Starting with article searches in several databases such as Google Scholar, ScienceDirect, and Elsevier using only specified keywords, 21 articles were selected for discussion after going through the steps of Identification, Screening, Eligibility and Included. Based on the findings, some aspects of assessment are very significant to be implemented using FA and MCDM, appropriate, more practical and show a meaningful contribution to classroom assessment. The conceptual model of the operation of FA and MCDM based on a summary of the workflow of selected studies can also help educators get insights and ideas to implement this alternative assessment method. This paper can prove that the computational intelligence approach greatly contributes to classroom assessment and if there are initiatives and facilitation implemented, surely educators can take advantage to strengthen the management and assessment of the classroom. © Iran University of Science and Technology 2022.
ABSTRACT
The COVID-19 pandemic has drastically affected the education process almost all over the world. Some countries closed their schools, Slovakia was among them (schools in Slovakia were closed intermittently for almost two years). Teachers faced the challenge of developing alternative educational practices through digital technologies. Students also faced personal, technological, and social challenges. Distance education, as a replacement of imparting and receiving knowledge, was in many aspects also very demanding for parents. It was necessary to overcome several technical problems (availability of appropriate and reliable Internet connection, provision of appropriate computer equipment and sufficient personal educational space for each member of family). An important role was also played by the student's ability to mobilize his own motivation for asynchronous and autonomous learning. The discussion with the professional public and the review of the relevant literature indicated that the teaching of mathematics is more sensitive to the interruption of attendance education. As the students themselves expressed: for the understanding of mathematical concepts, the personal presence of the teacher necessary and fundamentally affects the student's ability to obtain new knowledge and understand it. The testing of knowledge of students in Slovakia in 2022 at all levels of schools (after almost two years of distance learning) indicates that in the field of mathematics education there has been the biggest drop in knowledge compared to other subjects. Our study focused on the analysis and uncovering of negative but also positive factors operating in the online teaching of mathematics, which significantly affect the results and level of knowledge of students at the university. Mapping and identification of problematic moments in this process helped us reveal the results of a survey (study) conducted among students of the 1st year of bachelor's studies at the University of Žilina. © 2022 by Cherkas Global University All rights reserved. Published in the USA
ABSTRACT
The present study aims to understand how the professional vision of prospective teachers (PTs) regarding whole-class reflective discussion develops as they explore a multimedia case (MC) in a mathematics teacher education course. The data come from the written productions of seven groups of PTs (N=15) related to whole-class discussion of one 6th grade lesson in two sections of the MC: first, they have focused on the teacher’s lesson plan and on her intentions for the whole-class discussion aiming at the students’ algebraic thinking;and in the second, they have analysed two video episodes of that lesson phase. The results show an integrated development of two processes of PTs’ professional vision – noticed events and the nature of the reasoning about them – with significant evolution from one section to another as they explore the MC. The study shows PTs’ alternative ways of accessing and making sense of the complexity of both ambitious and authentic teaching practices that can also be employed in at distance teacher education and mitigate the consequences of the impossibility to access the classrooms, such as that resulting from the recent COVID-19 pandemic. © 2022 International Journal of Education in Mathematics, Science and Technology. All rights reserved.
ABSTRACT
It has been over one year since the first wave of the COVID-19 pandemic hit the Czech Republic. This has brought multiple restrictions in almost every aspect of human functioning. It was no different in the area of education, which had to switch to the online form of education at all types of schools. Many teachers and students lacked adequate technical equipment at that time necessary to synchronize online education, thus greatly limiting education under inadequate conditions. Czech Television responded quickly to this by broadcasting their own project called "TellyTeaching", under special supervision by the Education Department. This project was primarily meant for children in grade school, but also opened up possibilities for wider application, which we used in the training of grade school teachers. The goal of this article is to look back on this experience using episodes of this educational TV series in the area of teaching math, including the students' feedback based on a questionnaire survey. Fifty-five students of the teaching mathematics in grade school program took part in this survey. The results suggest that prospective teachers assessed the possibility of teaching math to students aged 6-11 via television very positively, and that this form of TV education can be effectively used as model lessons within teacher training practice, which is also confirmed by the students' positive feedback of the lessons in terms of applicability in their future profession.
ABSTRACT
In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The "Lumen" software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.
ABSTRACT
The limited use of collaborative tools in the teaching of Mathematics with students of Middle Basic General Education has allowed us to think about the three essential axes that this work entails: collaborative tools, Didactics of Mathematics, and learning and knowledge technologies (LKT). This research aimed to analyze the use of web 3.0 collaborative tools in the teaching of Mathematics. The methodology applied with a mixed experimental-exploratory approach, through a structured questionnaire of 24 questions on a Likert scale which was validated by Cronbach's alpha statistic with a result of 0.846, the TAM model was applied to measure the acceptance of digital resources developed through collaborative web3.0 tools in virtual learning during the global pandemic covid-19, the ADDIE methodology was applied in the execution and application of collaborative tools for students in the eighth year of General Basic education. The contrast of the hypothesis was carried out using the Kolmogorov-Smirnov statistical test for a sample where a value less than 0.000 was obtained, stating that the development of web 3.0 resources by the teacher improves collaborative work focused on learning mathematics and, in this way, a paradigm shift is manifested in its conceptualization and modifications in its didactic development. The results show that the role of technology and the Internet in the learning of mathematics can generate some motivation, they represent for students and teachers a significant factor of high impact in the learning of mathematics in the long term, not because of their use or access to them, but for the competence to apply them in their learning. © 2022 IEEE.
ABSTRACT
This study aims to analyze how effective an educational robotics unit in a simulated environment is for improving primary school teachers’ understanding of basic concepts in robotics while assessing their didactic use when teaching mathematics. A descriptive and exploratory case study is developed based on a qualitative methodology. Seventeen teachers in training are assessed by using open questionnaires and learning scenarios created by the participants. The results showed that even though the teachers surveyed thought it was impossible to learn robotics concepts without a physical kit, they changed their main perceptions and managed to understand the concepts and designed activities that promote the resolution of mathematical problems. It is concluded that a simulated environment provides sufficient tools to learn basic notions of robotics without needing a physical kit, which can be used for educational purposes. © 2022
ABSTRACT
In the investigation, we seek to identify the professional knowledge mobilized by teachers in initial training in the development of the 'Mathematical Education and Pandemia' project. The theoretical model of the specific knowledge of mathematics teachers proposed by Deborah Ball and collaborators indicated the categories of analysis. Documents generated in the elaboration of four pedagogical proposals with activities in which the mathematical concepts are related to the scientific and media production about COVID-19 were examined. As evidenced in the analyzes, the activities flowed with knowledge of mathematics and didactics of mathematics. The ability to analyze and develop exploratory mathematical tasks was developed using Mathematical Modeling and Critical Mathematical Education. In turn, the constitution of knowledge for the use of new technologies in collective works and the establishment of solidary bonds of reflection-action-reflection were fundamental to overcome obstacles that we encountered.
ABSTRACT
This paper describes the main changes verified on the compulsory digital transition of teaching and learning in a mathematics curricular unit during the second semester of 2019-2020 academic year under COVID-19 pandemic. We highlighted the implementation process of online teaching-learning modes, including all procedures and practices that had been reshaped face to the new circumstances. Particular attention is paid to the main difficulties felt by the students and the teaching team in the adaptation phase to the new reality of distance learning. The analysis of outputs regarding the previous years and the comparison with the last assessment outputs lead us to conclude that the whole implementation has allowed mitigating an unfavourable scenario for educational success, in particular, the great social change in the student’s lives. We also present the conclusions regarding the students inquiries, which were passed anonymously at the end of the semester, where both quantitative and qualitative approach to study the perceptions of students about the online teaching-learning modes. As we can see from the answers to this questionnaire, the students missed the face-to-face classes and the contact with teachers and colleagues. They also felt difficulties in the changes that were made in the assessment with a view to moving to the online regime, but they also felt that the course as a whole went well, as evidenced by the success rate. Comparing the success rate with the ones from previous years, it’s shown that it decreases a little, although the drop is residual. © 2021 IEEE.
ABSTRACT
In the light of an educational emergency aggravated by the health emergency following the COVID-19 pandemic, the DELTA (Digital Education for Learning and Teaching Advances) Research Group developed four open online courses available to lower secondary school students and teachers. The four courses, devoted respectively to Numbers, Space and Shapes, Data and Predictions, Relations and Functions, contain interactive materials to support the teaching and learning of Mathematics. We have made the four open online courses available to teachers, tutors, and students within two projects. Both projects are aimed at lower secondary school students, especially those with difficulties in Mathematics. In this paper we discuss the methodologies and technologies used to develop the online courses and we show an example of the interactive materials that can be found within the courses. The results show the appreciation of the resources by teachers, tutors and students, a sign that open online educational resources can foster a change in Mathematics teaching and learning. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.
ABSTRACT
In this reflective essay, a BlackCrit lens is used to explore new and evolving possibilities for Black teachers, families, leaders, and students in ways that highlight and honor parents' agency, expand notions of digital equity in mathematics, and preview new and re-prioritized approaches which aid liberatory mathematics, teaching, and learning spaces that resurfaced in the pandemic. Several actions reimagine the work of mathematics as building blocks for engaging the flourishing for Black communities: (1) expanding and amplifying direct networks for Black parents to share, communicate, and advocate for their own needs and spaces around mathematics; (2) making visible and amplifying our advocacy for racial justice in the content creation and representation found in current digital platforms for meeting the needs of Black communities; and the need to (3) invest in, prioritize usage of, and illuminate mathematics commercial and academic entities focused solely on creating content and centering Black (and other people's) knowledge and experiences in mathematics for Black families.