Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond

This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the COVID-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus, we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year

Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond

This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the Covid-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year

The Impact of the COVID-19 Pandemic on Mathematics E-learning in Its Provincial and Migratory Schools in the Kingdom of Saudi Arabia (Al-Muzahmiyya Governorate as A Model)

The current study aimed to identify the impact of the COVID-19 pandemic on mathematics e-learning in its provincial and migratory schools in the Kingdom of Saudi Arabia (Al-Muzahmiyya Governorate as a model). The researcher used the descriptive analytical method. The study sample consisted of (58) female mathematics teachers in Al-Muzahimiyah Governorate in government schools in the three educational stages (primary, intermediate and secondary), and they whose responded to participate in the study tool. The researcher used the questionnaire as a tool for data collection. The study finding that the lockdown related to the COVID-19 caused negative affect to mathematics teaching at the schools of Al-Muzahimiyah Governorate, and the Madrasati platform had a very large role in improving student learning outcomes, and the results of the study also showed that the electronic educational supervision has a very large role in supporting math teachers in Muzahimiyah schools, and there are many challenges that faced the activation of Madrasati platform, including the low internet services, especially during COVID-19 pandemic, due to the unprecedented overload on the network, and teachers face more workload and stress to provide acceptable quality of education to students, lack of preparation and technical competencies and professionalism for teachers and students to use the Madrasati platform in particular and e-learning in general. The study presented a set of strategies to overcome these challenges, and the study recommended the expansion of e-training programs and activities for teachers and students to use and employ the tools of the Madrasati platform in teaching mathematics. Financially supporting and motivating the teachers to overcome the problem of the increasing workload as a result of practicing digital learning activities and the teachers staying for long periods on the Internet. Increase the electronic educational supervision programs and activities to overcome the problems that teachers face in employing the tools of the Madrasati platform in teaching mathematics. Keywords: COVID-19 pandemic - mathematics education - e-learning - educational platforms - Madrasati platform - electronic educational supervision - Saudi Arabia. DOI: 10.7176/JEP/12-30-03 Publication date:October 31st 202

An experience with Desmos in the study of the quadratic function

In this paper we present a didactic experience in the subject of Mathematics carried out in a distance learning context, on the topic Quadratic Function, using the digital and free platform Desmos. The use of this tool was determinant for the teaching and learning of quadratic function since its teaching took place in distance education, due to the pandemic situation. In a pandemic context, the use of tools to gauge student learning was a necessity, but practices such as the one described in this paper should be incorporated into a normal classroom environment, promoting discovery through graphical and algebraic manipulation.publishe

STEAM games are good for learning: A study of teachers professional development in the Philippines

In a study on digital game-based learning in five high-poverty elementary schools in the Philippines, the teachers’ professional development experiences were investigated. Research conducted for the study was part of a university-industry partnership with the developer of a new platform designed to give teachers and students experience of integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum in an innovative digital game-based format with elements of coding, robotics and project-based learning. Findings suggest that teachers found it highly effective for engaging students more in learning, with fewer student absentees recorded across the five-week intervention. While noteworthy satisfaction with the program was expressed by teachers about the in-class effectiveness of digital game-based learning, and with the professional learning provided to up-skill themselves in the platform prior to implementation of the program, it was found that significant contextual and language improvements could enhance the overarching aims of this digital game-based resource for STEAM teaching and learning

MENGEMBANGKAN LITERASI DIGITAL DAN NUMERASI SISWA SMA MELALUI CMI AGENT

The Covid-19 pandemic has had a significant impact on learning loss for students' literacy and numeracy skills. The comprehensive mathematics instruction (CMI) model has been transformed into a digital teaching material that can support interactive hybrid learning. The result of this transformation is named CMI Agent which is a learning management system (LMS) based platform arranged in the form of a quiz following the CMI model syntax. This study aims to analyze the advantages of CMI Agent in developing students' numeracy literacy and digital literacy. This research is a descriptive research with a survey method. Based on the studies that have been carried out, it is concluded that CMI Agent can support the development of students' numeracy literacy and digital literacy

Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook

We present here a study in which a digital-based communication platform is used for collaborative work in the learning and teaching processes. In this case, we focused on Facebook as the online social network to help motivate high-school students to become well prepared for their Bagrut (matriculation) exam in mathematics. To this end, the Center for Educational Technology (CET) established a “virtual review session” on Facebook before the exam in which 614 students and 16 teachers participated. We aimed to answer two questions: what learning and teaching opportunities can Facebook offer to prepare students for the mathematics matriculation exam? and how do students and teachers perceive learning processes via social networks? Our analysis was qualitative. The findings indicate that Facebook, for one, can offer excellent learning and teaching opportunities as a result of the interactions that evolve between the students themselves and between the students and teachers. For the students, this digital social platform helps promote peer evaluation, exposes them to a wide range of questions and solutions, and fosters the development of mathematical thinking and creativity. For the teachers, it helps expand their technological and pedagogical-mathematical knowledge

Raising awareness of the accessibility challenges in mathematics MOOCs

MOOCs provide learning environments that make it easier for learners to study from anywhere, at their own pace and with open access to content. This has revolutionised the field of eLearning, but accessibility continues to be a problem, even more so if we include the complexity of the STEM disciplines which have their own specific characteristics. This work presents an analysis of the accessibility of several MOOC platforms which provide courses in mathematics. We attempt to visualise the main web accessibility problems and challenges that disabled learners could face in taking these types of courses, both in general and specifically in the context of the subject of mathematics

The use of educational platforms as teaching resource in mathematics

Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics’ failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model evolution and in the designs of evolutionary group analysis, we stated the possibility to generalize the results of the use of technological resources in the teaching of mathematics in order to find out if it is possible to improve the levels of students at a school in upper level education. According to this research, the use of educational platforms as a resource for the subject of mathematics represents not only a technological tool for teachers but also offers students the opportunity to view this subject as an academic challenge to overcomePeer Reviewe

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students