Exploring low-tech opportunities for higher education mathematics lecturers in an emergency techno-response pedagogy

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

Pythagoras Pub Date : 2022-04-22 DOI:10.4102/pythagoras.v43i1.644

Antonia Makina,Langton Kadzere

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引用次数: 0

Abstract

The education sector, among others, was severely affected by the coronavirus disease 2019 (COVID-19) pandemic. Because mathematics has always been singled out as a subject that needs more verbal communication and interaction, rapid adjustments had to be made by mathematics lecturers in higher education institutions to try and facilitate normal teaching and learning remotely through emergency open distance methods. Lecturers were forced to examine prevailing practices with a view to creating innovative and workable solutions to the emergency challenges without compromising the quality previously experienced during face-to-face classroom interactions. The article developed through a simple technology a conceptual framework for emergency remote teaching (ERT) in an emergency techno-response pedagogy (ETRP). The key was to demonstrate an innovative instructional strategy for teaching mathematics using a simple technology instead of an advanced or complicated mathematics software in the move from face-to-face to fully online teaching during a crisis. A development qualitative virtual case study was conducted that involved observing live and recorded mathematics lectures and interviewing an innovative lecturer of mathematics in the delivery of complex numbers at a graduate school in South Africa. The facilitation of the lesson through a simple and inexpensive technology (Microsoft OneNote) guided the development of a conceptual framework for ERT within an ETRP. The Context, Input, Process, and Product (CIPP) evaluation model was used as a theoretical framework to guide the analysis and conceptualisation of the lessons. Results provided guidelines through a conceptual framework for ERT that included a unique model of a lesson plan and advantages of using a simple technology in ERT instead of advanced mathematical software. The article contributes to the knowledge base in planning future ERT interventions.

查看原文本刊更多论文

探索高等教育数学讲师在应急技术响应教学法中的低技术机会

除其他外，教育部门受到2019年冠状病毒病(COVID-19)大流行的严重影响。由于数学一直被认为是一门需要更多语言交流和互动的学科，高等教育机构的数学讲师不得不迅速做出调整，尝试通过紧急开放远程方式促进正常的远程教学。讲师被迫审查现行做法，以期在不影响以往面对面课堂互动质量的情况下，为紧急挑战创造创新和可行的解决办法。本文通过一种简单的技术，提出了应急技术响应教学法(ETRP)中应急远程教学的概念框架。关键是展示一种创新的教学策略，在危机期间从面对面教学转向完全在线教学，使用简单的技术而不是先进或复杂的数学软件来教授数学。进行了一项发展定性虚拟案例研究，其中包括观察现场和记录的数学讲座，并采访了一位在南非一所研究生院讲授复数的创新数学讲师。通过一种简单而廉价的技术(微软OneNote)促进了课程的发展，指导了ETRP中ERT概念框架的发展。情境、输入、过程和产品(CIPP)评价模型被用作指导课程分析和概念化的理论框架。结果通过一个概念框架为ERT提供了指导方针，其中包括一个独特的课程计划模型和在ERT中使用简单技术而不是高级数学软件的优势。本文为规划未来的ERT干预措施提供了知识库。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

1.50

自引率

16.70%

发文量

审稿时长

20 weeks

期刊介绍： Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.