Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

Abstract

Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet.

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

“…Correlations matrix of major variables for main parameters of the online teaching method. The standard deviation from Tables [18][19][20][21][22] shows that data are not dispersed, so data extension is low, and the results are useful in establishing the representativeness of the centrality measures and is relevant in estimating statistical parameters and statistical prediction. Pearson r moment correlation, presented in Tables 23 and 24, shows a strong correlation for the variable presented in Table 23, and a poor correlation for the variable presented in Table 24.…”

“…Students appreciated the translation of the content of the disciplines studied into e-content and found it very useful in the learning process [22,23].…”

Učenici sa smetnjama u razvoju na nastavi matematike tokom pandemije virusa Covid-19

“…Napredovanje tehnologije razvijalo se različitim ritmom u učionici i izvan nje. Unutar učionica nastavnici matematike radije biraju tradicionalni pristup nastavi koji podrazumeva frontalni oblik rada, dok digitalni alati izvan učionice napreduju i nude fleksibilna podučavanja prilagođena svakom učeniku posebno (Hossein-Mohand et al, 2021).…”

Estudo exploratório sobre o uso de recursos educativos digitais no ensino da matemática em Portugal

“…A tabela 8 mostra-nos os constrangimentos encontrados na pesquisa associados à utilização dos RED. Por vezes a formação inicial e conhecimento dos professores nesta área funciona como barreira à utilização dos RED (Hossein-Mohand et al, 2021), 43% dos docentes portugueses e 40% dos docentes dos restantes países referem este fator como constrangimento para a aplicação dos mesmos nas aulas de Matemática. Segundo Abar & Lavicza (2019), é importante que todos os professores reflitam sobre as suas competências técnicas e pedagógicas para utilizarem tecnologias nas suas práticas educativas.…”

“…Neste contexto os Recursos Educativos Digitais (RED) surgem como uma estratégia face ao ensino à distância, embora a utilização destas tecnologias seja desde há longo tempo amplamente recomendada em Portugal no ensino/aprendizagem da matemática desde o 1º ano de escolaridade (Ponte et al, 2007). Segundo Hossein-Mohand et al (2021), estas alterações não se refletiram muito nas metodologias dos professores de matemática, pois grande parte dos seus recursos didáticos continuam a ser os mesmos. Os docentes continuam a utilizar pouco os recursos digitais nas suas práticas letivas, embora nestes últimos dois anos, devido às circunstâncias já referidas (Covid 19), se tenha notado uma maior evolução.…”