scholarly journals Reflective Pedagogy Paradigm (RPP) as an Alternative for Online Mathematics Learning to Improve Students’ Competence, Conscience and Compassion

2021 ◽  
Author(s):  
Hilda Hakim
Keyword(s):  
Mathematics Learning ◽  
Online Mathematics

scholarly journals Online mathematics learning experiences of the colleges of education students in Ghana

2021 ◽  
Vol 15 (4) ◽  
pp. 601-610
Author(s):  
Isaac Bengre Taley ◽  
Farouq Sessah Mensah ◽  
Philip Acheampong Adjei
Keyword(s):  
Mathematics Teaching ◽  
Online Teaching ◽  
Internet Use ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Dominant Mode ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Online Mathematics

The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.

scholarly journals The influence of online mathematics learning on prospective teachers mathematics achievement: The role of independent and collaborative learning

2019 ◽  
Vol 11 (4) ◽  
pp. 257-265
Author(s):  
Murat Tezer ◽  
Ezgi P. Yildiz ◽  
Seyma Bozkurt ◽  
Hasan Tangul
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Mathematics Achievement ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Online Learning Environments ◽  
Post Test ◽  
Online Mathematics

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments. Keywords: Online learning environments, independent learning, Moodle, mathematics achievement, teacher candidate, intelligence.

scholarly journals Description of student’s difficulty in understanding online mathematics learning materials

2021 ◽  
Vol 1918 (4) ◽  
pp. 042095
Author(s):  
H Ishak ◽  
YL Sukestiyarno ◽  
SB Waluya ◽  
Rochmad ◽  
S Mariani
Keyword(s):  
Mathematics Learning ◽  
Learning Materials ◽  
Online Mathematics

scholarly journals LEVELS OF STUDENTS’ MATHEMATICS ANXIETIES AND THE IMPACTS ON ONLINE MATHEMATICS LEARNING

2021 ◽  
Vol 40 (1) ◽  
pp. 107-119
Author(s):  
Siti Lailiyah ◽  
Sihhatul Hayat ◽  
Siti Urifah ◽  
Maunah Setyawati
Keyword(s):  
Mathematics Anxiety ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Equation Modeling ◽  
Education Students ◽  
Learning Achievement ◽  
Confirmatory Factor ◽  
Behavioral Aspects ◽  
Research Implication ◽  
Online Mathematics

It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students’ mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students’ mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students’ mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students’ mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students’ mathematics anxieties.

scholarly journals effectiveness of online Mathematics learning

2021 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Akhsanul In'am ◽  
Siti Hajar
Keyword(s):  
Online Learning ◽  
Mathematics Learning ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
Data Description ◽  
Internet Connection ◽  
Qualitative Research Design ◽  
Collection Methods ◽  
Online Mathematics

This study aims to analyze the effectiveness of online Mathematics learning. It employed qualitative research design with case-study technique. Subjects of this study were 7th graders from five different classes at Madrasah Tsanawiyah Negeri 1 Malang. Data collection methods were observations, documents of zoom learning, and interviews with student guardians. The obtained data were analyzed through data description. Results showed that there were disturbances in the online learning activities. Among the problems were student punctuality and unstable internet connection activities. During the online learning, most students could not follow the lesson very well, and only few responded to the teachers. There were also problems in students’ monitoring and evaluation. These aspects of learning activities, students’ responses, and monitoring and evaluation implied that online Mathematics learning was ineffective.

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