Pre-service Teachers’ Reflections on Attitudes Towards Teaching and Learning Mathematics with Online Platforms at School: A Case Study in the Context of a University Online Training

Abstract

Online learning platforms take over a new role in education, especially in times of the Covid-19 pandemic. This paper will discuss pre-service teachers’ reflections on attitudes towards online learning platforms and the respective changes due to an online training of using this digital tool in mathematics classes. The special training took place in a bachelor seminar with fourteen participants on the use of digital media in mathematics education at the University of Siegen. Based on the ‘Tripartite Model of Attitude Structure’ which defines the psychological concept of attitude, data material about the pre-service teachers’ attitudes is gathered by pre- and post-reflection-questionnaires. A qualitative content analysis led to the formation of a system of six main categories and approximately 51 descriptors for pre-service teachers’ attitudes towards online learning platforms and especially their changes due to the online training of using these platforms. The descriptors can be a basis for further research studies on this topic.

Experiences of preservice mathematics teachers during their education in times of pandemic

“…As in our study, the opportunities offered by the technologies to provide continuity of education during the quarantine were also recognized by Mulenga and Marbán ( 2020b ), who considered COVID-19 as a gateway for digital learning in mathematics education, and by Alabdulaziz ( 2021 ), who observed that teachers positively valued technology as a means to overcome difficulties and promote mathematics learning in distance education. As in the studies conducted by Nketsia, et al ( 2021 ), Dilling and Vogler ( 2022 ), and Naidoo ( 2020 ), the PMTs participating in our study used digital platforms to receive their classes. We agree with these authors when they argue that the use of technologies favored the generation of positive perceptions for the PTs regarding their usefulness in RE and emphasize the need to build their confidence in the use of technologies.…”

“…We identified studies regarding two topics. On one hand, researchers have been preoccupied with understanding visions, perceptions, attitudes, learning, and factors that have an impact on the use of technologies, on behalf of PTs during the transition from face-to-face classes to RE mode (Dilling & Vogler, 2022 ; Long et al, 2022 ; Mulenga & Marbán, 2020a , 2020b ; Naidoo, 2020 ; Nketsia et al, 2021 ). On the other hand, the researchers have documented actions taken in order to reorganize curriculum and give continuity to important processes in the PTs’ education, such as teaching practices in schools (Adams et al, 2021 ; Kim, 2020 ; Rodrigues & Garcia, 2022 ).…”

“…Nketsia et al ( 2021 ) and Dilling and Vogler ( 2022 ) reported that the pandemic revealed factors that affect the integration of technologies and reflections of the PTs regarding the use of digital platforms. Nketsia et al ( 2021 ) evaluated the online learnings of PTs from Ghana and informed on the need for training on information and communication technology and development of confidence in their computer skills.…”

“…Nketsia et al ( 2021 ) evaluated the online learnings of PTs from Ghana and informed on the need for training on information and communication technology and development of confidence in their computer skills. For their part, Dilling and Vogler ( 2022 ) studied the reactions of German PMTs regarding the use of online mathematics learning platforms and their changes after participating in online training for using them. The results showed that the PMTs do not intend to use these online learning platforms as a substitute for face-to-face teaching, but mainly for differentiated and individualized support of mathematical issues.…”

Attitudes Towards Distance Education and Academic Life Satisfaction: The Mediation Role of Academic Self-Efficacy and Moderator Role of Gender

“…Attitudes towards to distance education can be conceptually defined as a psychological tendency expressed by evaluating the online learning environment with some degree of satisfied or dissatisfied (Demirel, 2022;Kaban, 2021;Tzivinikou et al, 2021). Because of its strong relationship with behaviors, attitudes are seen as one of the main factors in students' orientation to a course or subject in both face-to-face and online learning environments (Dilling & Vogler, 2022;Petscher, 2010).…”