Once the COVID-19 crisis is over, will everything” return to normal” or will we instead witness an ongoing boom in online learning? A time of crisis is an opportunity for all education systems to look to the future; there is enormous potential for digital technology in mathematics education, regardless of the impact of COVID-19. In this paper, the researcher focuses on answering two research questions: (1) Is COVID-19 the gateway for digital learning in mathematics education? (2) What type of digital technology is being used in mathematics education during the COVID-19 pandemic? The study also provided a discussion on the implications that such digital technologies could have on research into the field of mathematics education and practice in addition to suggestions for future research directions on this topic. Interviews were chosen as techniques for the purpose of this research, which were undertaken with hundred and twenty mathematics teachers from different secondary schools in the Kingdom of Saudi Arabia. The researcher found that 98% of participants believed that COVID-19 is the gateway for digital learning in mathematics education. In addition, 97% claimed that the use of online education by schools had expanded greatly following the coronavirus outbreak. This has resulted in various forms of software being used to facilitate communicate between teachers and students included mobile technologies, touchscreens and pen tablets, digital library and designing learning objects in mathematics education, Massive Open Online Courses (MOOCs) in mathematics, and computer algebra systems (CAS) such as Mathematical, Maple, MuPAD, MathCAD, Derive and Maxima.

The aim of the current research is to know the effect of teaching mathematics using the PDEODE teaching strategy supported by the e-learning environment in developing the conceptual understanding and problem-solving skills among the fourth grade of the primary stage. To achieve the research objectives, the experimental approach was in its quasi-experimental design. The research sample consisted of 76 students, divided into two groups; experimental, 38 students who studied using PDEODE supported by the e-learning environment, and control, 38 students who studied in the traditional method. The results showed firstly, there are statistically significant differences at the significance level 0.05 between the mean scores of the students in the two groups: experimental and control in the conceptual understanding test in favor of the experimental group students. Secondly, there are statistically significant differences at the significance level 0.05 between the mean scores of the students in the two groups: experimental and control in the test of problem-solving skills in favor of the experimental group students. Thirdly, there is a positive correlation between the scores of experimental group students in the conceptual understanding test, and their scores in the problem-solving skills test in mathematics.

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Aim/Purpose: This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. Background: One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. Methodology: The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasi-experimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Contribution: This study added information to the literature on the effectiveness of the thinking maps strategy through the Edmodo network in developing achievement and mathematical connections skills. Devising a modern teaching strategy to help students solve mathematical problems and thus can be generalized to various fields of life. This also the first study on this subject in Saudi Arabia. Findings: The results showed there was a significant difference between the mean post-test scores of the experimental and control groups on the achievement test in favor of the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups on the mathematical connections skills test in favor of the experimental group. There was also a positive correlation between the development of achievement and mathematical connections skills among middle school students who used thinking maps through the Edmodo network. Recommendations for Practitioners: At a practice level, holding courses and training workshops for middle school mathematics teachers that include training on how to use modern learning models enhanced with technology, including the thinking Maps strategy, in the mathematics curriculum. Preparing guidelines for middle school mathematics teachers on how to use Thinking Maps via the Edmodo Network and how to train students in its use. Recommendation for Researchers: Further research is needed to study the Effectiveness of the Thinking Maps strategy via the Edmodo network on developing achievement and mathematical connections skills in other subjects and at different educational stages. Impact on Society: Our findings encourage teachers and educational supervisors to adopt the use of thinking maps on learning platforms for mathematics teaching as an effective method for developing achievement and mathematical connections skills. Benefiting from the applications and experiences of developed countries who have used e-learning in teaching curricula in order to keep pace with contemporary developments. Future Research: Future studies could be extended to identify the effectiveness of maps of strategic thinking across Edmodo network variables within other subsidiaries, such as mathematical communication, creative thinking, mathematical proof, mind habits, and so on. Assess the effectiveness of play-based learning strategies via the Edmodo network in developing achievement and mathematical connection skills. Conduct a study that measures teachers’ and students’ attitudes toward using the Thinking Maps strategy via the Edmodo network. Assessing the effectiveness of using the Thinking Maps strategy via an Edmodo network in achieving and developing creative skills among secondary school students.

Aim/Purpose: The purpose of this study is to identify the challenges Saudi doctoral students studying in UK universities face with their supervisors, shed light on their experiences, and examine the extent to which these experiences impact their ability to complete their thesis. Furthermore, the aim is to examine the aspects of supervision the students found to be effective during their studies. Background: The overall intention of this article is to provide more information about the experiences and challenges Saudi mathematics students face with their doctoral supervisors in UK universities. Therefore, overcoming these difficulties will enhance the academic success rates of Saudi students, and will help them to complete their studies on time when studying at UK universities. Methodology: This was a multi method project resulting in the collection of both qualitative and quantitative data. It started with a questionnaire, which was administered to 300 Saudi doctoral students, 32 of whom subsequently agreed to be interviewed. The sample was randomly selected from doctoral students who were specializing in curricula and methods of teaching mathematics and other related areas. Contribution: This study added information to the literature on Saudi mathematics students’ experiences and challenges with their doctoral supervisors in UK universities. This also represents the first study to be context on this subject within Saudi Arabia. Findings: There are some positive and negative challenges experienced between doctoral students and their supervisors, which are comprised of four main dimensions: team supervision, the supervisory relationship, the elements of effective supervision in their current supervisors, and supervisors’ written feedback. Additionally, based on their experiences, the students stated the specific elements of supervision that were effective, including general knowledge of the research area and research methods, receiving continued support from the supervisory team, and the establishment of regular and realistic deadlines, friendliness, approachability and flexibility, the provision of detailed feedback on students’ work, joint meetings with both first and second supervisors, constructive criticism, and sufficient interest in their research. Recommendations for Practitioners: The stakeholders in Saudi Arabia should take advantage of the answers given by the participants to help those and future students. Furthermore, this study invites doctoral students to solve the challenges they face with their supervisors immediately, in order to be able to complete their thesis on time. Additionally, it is important that university and departmental administrative bodies consider tracking their study paths to better assist students. Furthermore, universities should be clear regarding the different roles and responsibilities of the students and their supervisors before the candidates commence their studies. Recommendation for Researchers: Further research is needed to explore supervisors’ views and experiences, as well as staff supporting and coordinating doctoral programs who may have a more holistic view of the supervisory process. Impact on Society: The study participants’ experiences of their doctoral studies could be highly beneficial for comprehending the problems that confront them when studying, which will enable better assistance to be provided. Future Research: Future studies could be extended to other areas of the education field. Furthermore, particular measures can be implemented to enhance supervision, which could be associated with satisfaction levels and/or the performance of students.