During the COVID-19 pandemic, most countries introduced restrictions on the functioning of schools and moved the educational process to virtual networks and family homes (Song et al., 2020). In Poland, after two weeks of suspended classes, remote teaching was launched. Each institution had to rapidly develop its own implementation strategy. The methodology of conducting classes before lockdown did not take into account blended learning, and
The aim of the article is to present the benefits of cooperative learning in mathematics in distance teaching conditions during the COVID-19 pandemic. In longitudinal studies, six math teachers formed a collaborative network and developed scenarios for three projects to be implemented by students on an educational platform. During their eight-week implementation, the principles of cooperative learning, using the methodical implications of the self-determination theory (SDT) have been followed. Mathematical problems were solved using the capabilities of the Teams platform. Among students (N = 104) from five sixth grades of primary school who took part in the study, measurements of social-emotional skills were carried out using the Distance Learning Climate questionnaire (DLC-21), designed for the study. The students have shown a high level of mathematical performance (84.8%), the significant increase of the relatedness to the group and the significant decrease in a sense of situational fear. The results also indicate a high level of students' sense of competence and satisfaction associated with the implementation of mathematical projects. The obtained results should be included in further research on the effectiveness of distance mathematics teaching methods.
The present study tested the hypothesis that gender differentiates teachers’ attributions of
students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120)
completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale
(GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both
boys and girls with low, average and high scores in mathematics. GSS assessed the degree of
teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There
has been an empirically attained relationship between the teachers’ belief that mathematics is
a male domain and the attribution asymmetry, detrimental for the female students.
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