Mengkaji Sikap Adaptif dan Regulasi Diri Siswa dalam Pembelajaran Daring Matematika

This research aims to examine students' adaptive attitudes and self-regulation in online Mathematics learning. The study was conducted at Getas II State Elementary School. The subjects of this study were students of Grades I, II, III, IV, V, and VI of Getas II State Elementary School, the total respondents who were successfully collected were as many as 51 students. This type of research is quantitative with the method used in this study being a cross-sectional survey method. Sampling techniques use saturated sampling techniques. The instrument used is an online questionnaire. The analysis of the data in this study used descriptive statistical calculations. The results showed that students' adaptive attitudes and self-regulation did not have a significant relationship

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

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.

An instrumental orchestration for online course at the university level

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.