尼泊尔数学教师在线教学数学内容存在的问题

Q3 Social Sciences

International Journal of Virtual and Personal Learning Environments Pub Date : 2022-01-01 DOI:10.4018/ijvple.312845

Bishnu Khanal, D. Joshi, K. Adhikari, J. Khanal

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引用次数: 4

摘要

本研究旨在探讨尼泊尔新冠肺炎疫情期间教师通过在线模式进行数学内容教学存在的问题。本文采用横断面调查法对小学至大学415名数学教师进行调查研究。采用在线自编问卷，采用t检验、方差分析和分层多元回归对数据进行分析。结果表明，代数、统计、向量、几何和分析是教师在线教学中存在问题的领域。研究发现，学校类型、ICT培训状况和中学教师使用笔记本电脑的年数是决定在线教学中数学内容教学问题的关键因素，尽管问题的程度因大学教师的年龄和经验而异。

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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Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal

The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.

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来源期刊

International Journal of Virtual and Personal Learning Environments Social Sciences-Education

CiteScore

1.70

自引率

0.00%

发文量