The impact of the COVID-19 pandemic on teaching mathematics and students' knowledge, skills, and grades

As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Kosice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Online Courses of Mathematics for Entrance Exams

This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.

Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning

Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05;if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.

Necessity is the Mother of Invention: How the Need for Online Schooling Impacted Mathematics Teaching Practices and Student Engagement

In this paper, we document elementary school teachers' attitudinal and pedagogical changes during the rapid move from brick-and-mortar to virtual schooling initiated by the COVID-19 pandemic. We administered four online surveys (in September and October 2020, and in March and June 2021) to determine teachers' perceived challenges and successes in using online technology, as well as applied mixed-methods action research to identify their approaches to teaching mathematics online. The initial challenges included gaining skills, resources, and know-hows for teaching online, and supporting students and their families in the swift transition, while also maintaining instructional goals and overcoming stress. The later challenges included dealing with workload and engaging students in learning. As their comfort with technology increased, teachers started realizing that many old pedagogies were either impossible or inadequate in the online environment, and they began to innovate with virtual classrooms that encompassed students' homes, parents, and the outdoors. Mathematics manipulatives were found in the kitchen and measurements were done in the home or during walks outside. Mathematics concepts became more real-life centered, and learning became more playful and problem-oriented. Technology helped to create and sustain learning communities, and exposed student thinking at their comfort level. For some students, this approach worked better than brick-and-mortar schools;for most teachers, it created opportunities to provide and receive feedback differently, collaborate widely, reinvent their practice, and contribute to changing norms. We conclude by providing suggestions for moving forward.

Investigation of Secondary School Students' Opinions on Mathematics Lesson with Distance Education

The aim of this study is to examine the opinions of secondary school students about mathematics lessons taught with distance education. The research was carried out by taking the opinions of 286 secondary school students from one state school selected from each of the provinces (Manisa, Izmir, Mugla, Antalya, Sirnak, Bitlis). Quantitative and descriptive survey method was used in the study. According to the findings, it was seen that the opinions of female and male students were very close to each other, there was no significant difference according to the variables of the number of siblings and whether they had their own study room, and there was a significant difference between 5th grade students and 8th grade students. Students;It was seen that there was no difference in their views on understanding the lesson better and increasing their success, they did not have any problems in accessing the Mathematics lesson, but they had problems due to internet interruptions during the lesson, they did not have any problems in communicating with their teachers and delivering homework during the lesson, but they still preferred face-to-face education at a high rate. It was observed that the motivation of the 5th grade students during the lesson and their better understanding of the lesson were higher than the 8th grade students.

Higher Education Intellectual Performance, Social Network, and Strategies During the Pandemic: A Bibliometric Approach to Online Mathematics Education

The recent COVID-19 pandemic raises challenges and opportunities for higher education researchers worldwide in both research and teaching. As a core curriculum, mathematics education moved online. Despite overwhelming education research on the impact of the pandemic, there is missing knowledge about online mathematics education research. Using bibliometric analysis, this study investigates the impact of the pandemic on the field. Performance analysis reveals an overall increase in scientific production and a change in the most productive actors. Publications also shifted from technology-oriented journals to those in mathematics and sustainability, with reduced international collaboration but greater country and institution diversification. The conceptual structure of research development shows a pre-COVID-19 emphasis evolving from technology- to student- and learning-centered pedagogies. During the pandemic, research expanded towards student affective factors of anxiety, attitude, self-determination, teacher education, and both teacher and student acceptance of technology. The current findings provide researchers, administrators, and policymakers with recommendations for directing future research endeavors and policy ordinances. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Mathematics Teacher Practices in Rural Areas During Confinement

We present the results of the characterization of the pedagogical practices of a teacher in a rural public school in the context of confinement by Covid-19. In order to study a specific context, we developed a case study with a Colombian teacher who is responsible for two primary school grades. We inquired about the development of her practices of planning, implementation, and evaluation of teaching for the mathematics area, in three different moments of the confinement period. We conducted semi-structured interviews in which we addressed, for example, the design of activities sent to students and the development of interaction spaces. We also explored the evolution of the affective dimension in the students and the teacher. The results show problems and difficulties the teacher has faced, the solutions she has conceived and implemented, and the successes and failures she has perceived. We present evidence of how the boundaries of standardization of practices were broken when faced with an unanticipated state of confinement. The development of these practices, in a particular reality, has been impacted by difficulties of access to technology and communication resources. The teacher shows how, despite the restricted opportunities in rural areas due to the socioeconomic context of the families, her implementation of actions in addition to the guidelines provided by her institution has contributed to the learning processes and the motivation of her students. © 2023 Czech Ethnological Society. All rights reserved.

Mathematics Students' Coping Behaviour, Happiness, and Self-efficacy in the New Normal: Correlation and K-means Cluster Analysis

Students in distance education are expected to have low levels of happiness in learning. As such, they must possess coping behaviour and self-efficacy to become motivated in school. This article aims to depict the level of students' coping behaviour, happiness, and self-efficacy in learning mathematics amid the COVID-19 pandemic and determine their association. Primary data were gathered through Google Forms from 233 available Philippines. The data were summarized through selected descriptive statistics and depicted their relationship with the aid of Spearman rho correlation. In addition, Kmeans clustering was employed to categorize the students into similar characteristics in regard to coping, happiness, and efficacy. The results showed that students during the pandemic are coping, moderately happy, and possess moderate self-efficacy. The correlation analysis revealed that students' coping behaviour, happiness level, and selfstudents' coping, happiness, and efficacy levels must go together to achieve a good means clustering analysis revealed that there are a group of students with significantly mathematics teachers must encourage their students to engage in the classroom to boost the health crisis.

Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs

This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge and beliefs. Quantitative and qualitative data were collected via a knowledge assessment, belief surveys, classroom observations, and individual interviews. The findings related to learner‐centered, equitable mathematics instruction reveal a mixed picture of understanding and enactment by the participants, illuminating variability and complexity, especially within the context of a standardized model for instructional delivery. Participants expressed constraints in implementing learner‐centered, equitable mathematics instruction, particularly: prescribed, scripted lesson plans;teaching roles that involved instruction of many students thus contributing to lack of familiarity;and a mix of learners who were in‐class and remote due to the COVID‐19 pandemic. The results also demonstrate that pedagogical practices were shaped by participants' specialized content knowledge and to a more limited extent their beliefs. These data further reveal mixed endorsements of the different belief constructs. Considerations for teacher development are discussed. [ FROM AUTHOR] Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers' Collaborative Autoethnographic Experiences

With the emergence of Covid-19 in South Africa in March 2020 and the subsequent lockdown restrictions, traditional universities looked to the University of South Africa for best practices regarding online teaching and learning. The Covid-19 lockdowns resulted in thousands of pre-service teachers in South African universities and colleges shifting and having to adapt at short notice to online learning. The outbreak caused students and lecturers to be thrust into online learning and teaching situations, with most of them having no prior training or preparation for the shift. For lecturers, the shift to online teaching represented monumental pedagogical and technical challenges, as they were expected to adopt and adapt to an online modality while rapidly learning to use various tools and maintaining the academic integrity of their institutions and modules. This chapter presents the autoethnographic experiences of four University of South Africa lecturers relating to teaching and administering learning and assessments for mathematics education modules. Within the qualitative research approach, we use a collaborative autoethnographic reflexivity approach to demonstrate the intersections between university society and self;the particular and the general;the personal and the politics of knowledge in the context of 4IR and the Covid-19 pandemic. Our experiences of online teaching and learning made us realise that the training of successful and effective mathematics teachers in online spaces during the pandemic is a complex and dynamic task, marked by issues of social justice, quality, equity, and academic inclusion, especially in a country as unequal as South Africa. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Mathematics Educators' Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia

The digital revolution is the widespread diffusion of information and communication technologies and transformation into an entirely digitised society. The study aimed to investigate the extent of mathematics teachers' readiness for online education in the Fourth Industrial Revolution (4IR) and COVID-19 psychologically, sociologically, environmentally, financially, and concerning human resources and content in the case of two selected universities in Ethiopia. Many educational institutions were obliged to transition to an online method of teaching and learning because of the lockdowns implemented in many countries to combat the epidemic. The study used a quantitative research method to investigate the university's e-readiness of e-learning in the 4IR). The study participants were purposively selected from mathematics departments in the two universities. The study's literature review reveals that both 4IR and COVID-19 bring new teaching opportunities in education sectors known as e-learning. The Chapnick Readiness Model (2000) was used to determine the findings. The study found that while teachers' are ready psychologically, sociologically, environmentally, and financially, and regarding human resources and content were moderate. They lacked knowledge of 4IR in all these categories. Most teachers are far from mastering 4IR knowledge and skills. The study reveals a lack of e-readiness of teachers toward technology due to a lack of teachers' training during their degrees, a lack of training on e-learning, technical support on e-learning, and a course for using e-learning. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Mathematics Education in Africa: The Fourth Industrial Revolution

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers;mathematics education curriculum designers and policymakers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Learning Complex Technology Online: Effect of Challenge and Hindrance Techno-stressors on Student Satisfaction and Retention

Despite increasing attention to online learning worldwide, learning complex technologies online has always been challenging and even hindersome to students, who are subjected to elevated levels of technostress. In contrast to most previous studies that focused on the negative side of technostress, this study investigated both the negative and positive sides of technostress. Based on the challenge hindrance framework (CHF), the holistic stress model (HSM), and the person-environment fit (P-E Fit) model, we examined how challenge and hindrance techno-stressors caused distress and eustress in online students and lead to associated outcomes. We empirically validated the research model by analyzing survey data collected from 565 online graduate business students enrolled at a university in the United States. The results revealed that some hindrance and challenge techno-stressors were associated with techno-distress and techno-eustress, which further impacted student satisfaction and student retention. We discussed the contributions and implications and provided future research directions.

Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century.

Novice kindergarten and elementary teachers' lived experience with math content and instruction

Math proficiency in the elementary grades is one component to ensuring a highly qualified science, math, engineering, and technology workforce. The literature indicates that teachers of those early years greatly impact their students' future attitudes and abilities in the STEM fields. Therefore, it is critical that administrators, teacher education programs, and policymakers implement procedures to prepare and empower preservice teachers. This hermeneutic phenomenology focused on novice teachers' impressions of their preparedness regarding kindergarten and elementary math content and pedagogy. Ten teachers answered questions about their past educational experiences, their current teaching position, and strategies for addressing challenges. Unfamiliar curriculum and gaps in basic student knowledge were two of the difficulties that the teachers mentioned. They faced these issues through differentiation, collaboration, and self-reflection. Collaborating with a mentor or colleagues allowed these novice teachers to glean resources and strategies that helped them navigate elementary math content and pedagogy. In addition, this study revealed the influence that the teachers' resilience had on their ability to maneuver the difficulties inherent in the first two years as a classroom teacher. The impact of attending a faith-based university, the influence of middle-school math teachers, resilience in kindergarten through elementary teachers, and managing the consequences of Covid-19 restrictions in schools warrant further study as they relate to math content and instruction in kindergarten through fifth-grade mathematics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A comparison of student final grades in college algebra based on face-to-face and online course modalities

As community colleges emerge from the COVID-19 pandemic there may be a tendency to rely on technology to facilitate more online coursework. Online education has been a fixture of higher education since the mid-1990s, but there's always been a question as to whether it is effective as traditional, face-to-face coursework. This is especially important in College Algebra, already viewed as a barrier course for many students. If more students take College Algebra online, will the results be as good as students taking the course in a classroom? The purpose of this quantitative causal-comparative study is to identify the relationship between course modality and final grade percentage, after accounting for instructor and curriculum effects for college algebra courses taught both online and face-to-face.Previous research studied this question, but a consensus about the efficacy of online education was mixed. Some studies found that online students perform worse than face-to-face students in college algebra (Amro, 2014;Amro et al., 2015;Driscoll, 2012). Other studies found no difference between the modalities (Araeipour, 2013;Harrington et al., 2016;Huang, 2016). Research by Burch and Kuo (2010) and Graham and Lazari (2018) discovered online students perform better than face-to-face students. This study considered the question through the lens of Moore's Theory of Transactional Distance, which examines the distance between the learner and instructor, course content, interface, and other learners as a psychological distance rather than a spatial distance. Using one instructor teaching both online and face-to-face courses using the same materials was an attempt to keep transactional distance as a constant, mitigating instructor and curriculum effects that could impact a study comparing modalities. Previous research that accounted for the instructor and course materials found no significant difference in outcomes based on modality. This study looked at final grade percentages in College Algebra courses taught by one instructor with both online and face-to-face sections over the course of the 2017-2018 school year. Data were supplied by a two-year institution located in rural Arkansas. In addition to looking for the relationship between modality and final grade percentages, the study looked for relationships between gender and final grades, a student's age and final grades, as well as an interaction between online students and their age or gender on final grade percentages. Findings indicated there was no significant relationship between the course modality and final grade percentages. Additionally, there was no relationship between gender or age and final grades based on modality. However, one significant relationship the study found was that when women took online algebra, they scored over 15 points lower than men taking online algebra. There was no interaction between a student's age and taking an online college algebra course. Further research should expand on the notion of accounting for Transactional Distance while looking at the relationship between course modality and final grade percentages and expand the study to disciplines outside of college algebra. Finally, research should investigate whether the relationship changed after the COVID-19 pandemic altered perceptions and implementation of online courses. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

COVID-19 salgını ile birlikte 2019-2020 akademik yılının bahar döneminden itibaren tüm öǧretim kademelerinde uzaktan eǧitime geçilmiştir. Milli Eǧitim Bakanlıǧı da öǧrencilere matematik öǧrenme fırsatları oluşturmak ve öǧretmenlere kaynak saǧlamak adına tüm sınıf düzeylerinde uzaktan eǧitimde kullanılmak üzere öǧretim etkinlikleri yayınlanmıştır. Íyi yapılandırılmış ve nitelikli öǧretim etkinlikleri öǧrencilerin matematiǧi öǧrenmesinde önemli bir rol oynamaktadır. Bu çalışmanın amacı da ilkokul matematik dersine yönelik yayınlanmış olan ilkokul matematik etkinliklerinin başta bilişsel istem düzeyi olmak üzere farklı açılardan incelenmesi ve niteliǧinin ortaya konmasıdır. Doküman analizi yöntemiyle yürütülen çalışmada 1-4. sınıf düzeyi matematik alanındaki 79 kritik kazanıma ait 85 etkinlik incelenmiştir. Analiz sonucunda etkinliklerin birçoǧunun düşük bilişsel istem düzeyinde olduǧu, bilişsel istem düzeylerinin dengeli bir daǧılım sergilemediǧi, ve bazı etkinliklerin matematiksel hatalar barındırdıǧı görülmüştür.Alternate :As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.

A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities

A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors' general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the "before” and "after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level;however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors' upper division courses were the lowest. On the other hand, majors' overall scores were the highest. Health majors' survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

Secondary School Students' Interest in STEM Careers in Qatar

In light of the high demand for skilled professionals and talents internationally, STEM skills carry special significance in today's competitive economy. Drawing on the Social Cognitive Career Theory (SCCT) and insights gleaned from the extant literature, our study sought to investigate the factors that are likely to predict students' interest in a STEM-related career in Qatar. An online survey was administered online via computer-assisted web interviewing (CAWI) and paper-and-Pencil Interviewing (PAPI) during the Spring term of 2021. Data was gathered from a sample of 1505 secondary school students, including 278 in grade 11 and 764 in grade 12) students in Qatar. Findings concluded from a two-level mixed-effects logistic regression revealed statistically significant differences based on students' age, nationality, and support from the family. Non-Qatari (expatriate) students attending private schools are significantly more likely to display interest in STEM-related careers. Additionally, taking a STEM course and teachers' use of experiments emerged as additional significant factors that affect student interest in a STEM-related career in Qatar. Our results point to the need for instruction to incorporate and emphasize practical activities to encourage students to engage in real-life STEM learning.

Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece

An alternative instructional model, which due to the social reality created by the ongoing COVID-19 pandemic is gaining more and more popularity in the global educational community, is the so called "flipped classroom”. In this paper we give the details of a one-week qualitative research we conducted in order to explore the effectiveness of the flipped classroom model in an undergraduate "mathematics education” course in Greece. The study involved thirty third-year math students, whose achievements and perceptions were captured with the help of questionnaire, task, personal interviews, and open discussion in the class. The analysis of the research data indicated increased engagement of the students, development of positive attitudes about the learning, control of the learning pace, autonomy in managing the time required for study and relative improvement of students' performance in problem solving and teamwork. At the same time, several challenges emerged. The main ones concerned the demand for frequent active students' participation in the educational process, the management of queries during the homework, the doubts about the effectiveness of the method on difficult teaching subjects, as well as the time and skill requirements for preparing such a lesson.