Is Communicating Mathematics Part of the Ease of Online Learning Factor?

Abstract

In this study, we focus on self-disclosure, communicating mathematics, and infrastructure support in determining the ease of online learning for students of mathematics education study programs. The sample in this study were students (n=465) who were asked voluntarily to fill out an online questionnaire. Participants consisted of 335 female students (72%) and 130 male students (28%) from various universities in Indonesia. The data were analyzed quantitatively using structural equation modeling. The results of the path analysis show that the ease of online learning is influenced by self-disclosure, communicating mathematics, and infrastructure support. The R square results show that these factors influence 47%. Each path analysis shows that self-disclosure (r = 0.556 p= 0.000) and infrastructure support (r = 0.243 p = 0.000) have a significant positive relationship with the ease of online learning. Meanwhile, communicating mathematics (r = -0.025 p =0.507) has an insignificant negative relationship to the ease of online learning. Further research is needed to see how the impact of mathematical application support communicating mathematics in online learning.

A semiotic perspective of mathematical activity: The case of integer

“…In the process, the language of mathematics became a universal means of communication among mathematicians, making it possible to convey thoughts and findings clearly and without ambiguity. Thus, mathematics is not only about numbers and formulas but also produces a deep understanding of mathematical structures that are abstract and full of character, of course involving mathematical language in providing mathematical explanations and arguments (Ningsih et al, 2023;Setambah et al, 2021).…”