Tandfonline. International Journal of Pedagogical Development and Lifelong Learning. Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta Rizal Kamsurya 1 * 1 Sekolah Tinggi Keguruan dan Ilmu Pendidikan Media Nusantara Citra, INDONESIA* Corresponding Author International Journal of Pedagogical Development and Lifelong Learning, Volume 1, Issue 2, Article No: ep2008 OPEN ACCESS 487 Views 410 Downloads Download Full Text (PDF) This research aims to evaluate the learning of mathematics at the college level conducted through distance learning programs during the COVID-19 pandemic in Jakarta.
Primary and Secondary Students’ Usage of Digital Platforms for Mathematics Learning during the COVID-19 Outbreak: The Case of the Gaza Strip. During the outbreak of the COVID-19 pandemic, digital learning has reshaped mathematics education in different ways.
In particular, different social media platforms have acquired an unforeseen prominence as a way to enhance mathematics learning and to model somehow the face-to-face classroom interactions abruptly interrupted. How primary and secondary students have reacted or responded to these changes in the initial learning conditions is the main aim of this study. With this purpose in mind data was collected from 3179 students from the Gaza Strip by means of a validated rating scale and then a cluster analysis approach was applied that revealed the existence of three clusters. K-means cluster analysis was applied to analyze data as an exploratory approach to identify structures within the data. Also, chi-square was applied to identify differences between the clusters with regard to demographic characteristics. ►▼ Show Figures Figure 1.
EJ1267302 - Reimagining Mathematics Education during the COVID-19 Pandemic, Brock Education: A Journal of Educational Research and Practice, 2020. 80 Tips for Remote Learning From Seasoned Educators. 47.
Many of my students were dealing with compounding challenges at home during the spring. Providing them with larger, long-term assignments, rather than daily activities, helped many of them to tailor their work schedule to their needs. — Anonymous Teacher 48. Assign a project on Monday that’s due Friday. Make sure the project has enough work and moving parts that will keep students busy throughout the week. 49. 50. 51. 52. 53. La didattica della matematica a distanza ai tempi del Covid-19 e la sua interazione con l’identità docente. La didattica della matematica a distanza ai tempi del Covid-19 e la sua interazione con l’identità docente Abstract Abstract – The paper analyses how the experience of distance learning, caused by the pandemic of Covid-19, interacted with the identity of the mathematics teachers involved in our research.
Using the theoretical lens of Radford’s Theory of Objectification, we investigate the Semiotic Systems of Cultural Meaning of secondary school mathematics teachers. The data collected show that the teachers’ identity, interpreted as processes of subjectification, is strongly determined by the cultural context; two forms of resilience seem to emerge: one, which we define as "sheltered" and which is characterized by the restoration of the "traditional" didactic conditions, and another, which we define as "evolutionary" and which is characterized by embracing the new territory of artifactual thought defined by digital technologies, which opens a new space of action.
"Applied Strategies for Remote Student Teaching due to COVID-19" by Natalie G. Chertoff and Ashleigh B. Thompson. Abstract City University of New York's pre-service teachers in clinical coursework (fieldwork and student teaching) during AY20-21 will face new and emerging challenges.
Developing relationships with cooperating teachers, students and families, some of whom may have experienced significant trauma during the pandemic; teaching content remotely; utilizing new technologies — these are just some examples of the topics included in this brief. Sections are intended for pre-service teacher candidates, clinical supervisors, principals and cooperating teachers. Many resources include links to citations so that readers can explore them in greater depth as they think through planning, enacting and assessing remote learning, whether it’s synchronous or asynchronous, and regardless of one's content area or grade band. The aim of this topic brief on remote student teaching is to equip students in clinical experiences to be able to use and adapt resources to what works for them and their context.
[2010.14247] A simple but efficient concept of blended teaching of mathematics for engineering students during the COVID-19 pandemic. ConferenceProceedings. Supporting the continuation of teaching and learning during the covid 19 pandemic. Home schooling, remote teaching and digital Bildung in societal crisis - Nr 02 - 2020 - Nordic Journal of Digital Literacy - Idunn. We live in a time of “epistemic uncertainty” (Kay & King 2020) and where home schooling and remote teaching as a consequence of COVID-19 has become a global phenomenon in recent months.
By 19 March 2020, 102 countries globally had shut all schools, affecting almost 900 million children and youth (UNESCO 2020, OECD 2020). Further school shutdowns have continued from 19 March up to June 2020, involving more countries and regions and impacting over 60% of the world’s student population (UNESCO 2020). And UNESCO “is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning” (p. 1). Since WHO (2020) states that we will probably experience similar pandemics as COVID-19 in the future, there is reason to believe that home schooling and remote teaching will affect and partly change education in the years to come. Summary. 2dc08643 1a8f 4dfd 85d1 55343eb0f184. Secondary school mathematics teachers views on e learning implementation barriers during the 8240.
Omen 10 1 2020 9 13 0. Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach. Remote Teaching of Programming in Mathematica: Lessons Learned. Remote Teaching of Programming in Mathematica: Lessons Learned. Investigating mathematical conversation in remote learning of mathematics during the covid-19 pandemic. Agus, I. (2019).
Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy [The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacy]. Jurnal Riset Pendidikan Matematika, 6(2) 120–132. Andrà, C., Brunetto, D., Parolini, N., & Verani, M. (2020). No We’re Not There Yet Teaching Mathematics at the Time of COVID 19 and Beyond CMS Notes. 10. Alfieri, L., Brooks, P.
J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Teaching Practices in Mathematics During COVID-19 Pandemic: Challenges for Technological Inclusion in a Rural Brazilian School. .
Brazil, Ministry of Education (2020). Ordinance No. 343, of March 17,2020: Provides for replacing face-to-face classes with classes in digital media while the New World pandemic lasts Coronavirus - COVID-19. .