STUDENTS’ PERCEIVED LEARNING AND SATISFACTION IN AN ONLINE MATHEMATICS EDUCATION COURSE WITH INTEGRATED SCAFFOLDING STRATEGIES IN TRINIDAD AND TOBAGO

2021 ◽  
Author(s):  
Sharon Jaggernauth
2021 ◽  
Vol LXIV (1) ◽  
pp. 62-83
Author(s):  
Lyubka Aleksieva ◽  

This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education.


Author(s):  
Hediye Sarikaya Yeti

ABSTRACT This research aims to determine lecturers’ views on online mathematics education and to get suggestions for its improvement. The participants of the study consist of 15 people who work as instructors in a private university. In the study, the quantitative-qualitative mixed pattern model was used. The data were collected from the participants with the help of an online form containing questions about sex, age, pedagogy status, computer usage levels and ten questions related to research. Participants expressed many positive and negative opinions on the online mathematics education process. Responses were analyzed as the opinions of the lecturers with/without pedagogical formation. According to the data obtained, faculty members with pedagogical formation argue that online mathematics education is appropriate in all aspects; however, those without a pedagogical formation are often against online mathematics education. Recommendations developed as a result of the findings are presented at the end of the study.


Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 22-37
Author(s):  
José Orozco-Santiago ◽  
◽  
Carlos Armando Cuevas-Vallejo ◽  

In this article, we present a proposal for instrumental orchestration that organizes the use of technological environments in online mathematics education, in the synchronous mode for the concepts of eigenvalue and eigenvector of a first linear algebra course with engineering students. We used the instrumental orchestration approach as a theoretical framework to plan and organize the artefacts involved in the environment (didactic configuration) and the ways in which they are implemented (exploitation modes). The activities were designed using interactive virtual didactic scenarios, in a dynamic geometry environment, guided exploration worksheets with video and audio recordings of the work of the students, individually or in pairs. The results obtained are presented and the orchestrations of a pedagogical sequence to introduce the concepts of eigenvalue and eigenvector are briefly discussed. This work allowed us to identify new instrumental orchestrations for online mathematics education.


2020 ◽  
Vol 10 (9) ◽  
pp. 248
Author(s):  
Amanda G. Sawyer ◽  
Lara K. Dick ◽  
Pierre Sutherland

Online teacherpreneurs are teachers who use social media platforms to create, sell, and distribute educational resources to others. For many teachers, they have become the new curriculum developers in our virtually intensive world. Curriculum development in mathematics education has a large impact on how students understand concepts, but little is known about these online mathematics teacherpreneurs influences on the curriculum. Therefore, as part of a larger study investigating the top 500 free elementary mathematics educational resource developers on TeachersPayTeachers.com (TpT), we surveyed the teacherpreneurs who created these top resources. Using the constant comparative method, we analyzed 58 responses to learn more about the online mathematics TpT teacherpreneurs: who they are, how they believe they became popular, and what they believe their teacher customers want when searching for resources. We found these teacherpreneurs identified themselves as teachers with typically over 10 years of experience creating classroom resources. Many attributed their popularity to advertising their resources via social media and having a large number of products available for teachers. They identified beliefs that teachers want easy to use, free, quality materials that are visually appealing. Implications, including findings that indicate a misalignment between what teachers say they want and what the teacherpreneurs believe teachers want, are discussed.


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