Exploring Mathematics Teachers' Professional Development: Embracing the Fourth Industrial Revolution

Naidoo, Jayaluxmi; Singh-Pillay, Asheena

doi:10.13189/ujer.2020.080634

Cited by 18 publications

(11 citation statements)

References 16 publications

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“…During the first half of 2020 almost all university lectures were switched to a totally online structure. In certain cases the initial reorganization was of emergency type and for example in [21], the authors focused on the necessity of increasing the professors' preparation on new technologies. Additionally, the authors of [22] emphasized the role of teachers in this new and unexpected context.…”

Section: Introduction and Context Of This Workmentioning

confidence: 99%

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

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In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

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Section: Introduction and Context Of This Workmentioning

confidence: 99%

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

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“…In that case, lecturers' knowledge for using technology-based pedagogy is essential to ensure that technology-based tools are used effectively [24]. Also, mathematics teacher education within the era of the 4IR requires that lecturers are prepared to include technology-based tools and resources efficiently within their educational contexts [18].…”

Section: Using Technology-based Tools and Resources For Learning Mathematicsmentioning

confidence: 99%

“…The postgraduate mathematics education (ME) students were initially coded randomly using a number from 1-18 since 18 ME students agreed to participate in the main study. Subsequently, not all 18…”

Section: Main Studymentioning

confidence: 99%

Postgraduate Mathematics Education Students' Perceptions of Technology-based Tools and Resources: Exploring the Influences of Connectivism and the Three Worlds of Mathematics

Naidoo¹,

Govender²

2021

ujer

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“…The improvement of teachers' pedagogy knowledge was one of the solutions to conduct the roles. One of the ways that can be done by teachers in order to improve pedagogy is to transform their pedagogy with reflective action or reflective thinking toward their instructional practices so that they can construct their professional development as a professional teacher [21][22].…”

Section: B Knowledge Of Pedagogymentioning

confidence: 99%

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Ma’rufi¹,

Ilyas²,

Salwah³

et al. 2020

ujer

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This paper presents the process and the results of the development of a mentoring model based on pedagogical content knowledge (PCK) and lesson study, called the ADD-CoRE model, which is valid, practical, and effective. This was Research and Development research. This model was developed through the collaboration between the lecturers at Mathematics Education Study Program and junior high school mathematics teachers in Palopo City. The specific goal of this study was the availability of the ADD-CoRE model syntax, supplemented by supporting tools, namely the model book and the textbook. The ADD-CoRE model development process consisted of four phases, namely the initial assessment, the design, the realization, and the testing, evaluation, and revision phase. The components included in the model were: syntax, social system, the principle of reaction, support system, instructional impact and accompaniment. Field trials were carried out three times at three junior high schools in Palopo City. The results of the development of the teacher mentoring model based on PCK and lesson study (ADD-CoRE models) met the validity criteria, as indicated by the validator assessment results. It also fulfilled the practicality criteria based on the teachers' responses, the model implementation, and the PCK teacher observation results. Besides, it satisfied the effectiveness criteria based on students' responses, students' activities in learning, and students' learning outcomes for the topic of polyhedra. The ADD-CoRE model syntax consisted of six phases, namely: (a) Analyzation, (b) Direction, (c) Demonstration, (d) Collaboration, (e) Rotation, and (f) Evaluation. This research is expected to be a mentoring model for teachers and prospective teachers to improve the quality of learning.

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Exploring Mathematics Teachers' Professional Development: Embracing the Fourth Industrial Revolution

Cited by 18 publications

References 16 publications

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

Postgraduate Mathematics Education Students' Perceptions of Technology-based Tools and Resources: Exploring the Influences of Connectivism and the Three Worlds of Mathematics

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

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