Open Access Peer-reviewed Perspective

ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements

Article Sidebar

Download PDF
Submitted   Mar 13, 2022
Published   Apr 11, 2022
Issue    Vol 2 No 1 (2022)
DOI   10.25082/AMLER.2022.01.013

Views

4491

Downloads

2113

Citations

PlumX Metrics

Main Article Content

Niroj Dahal corresponding author
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Netra Kumar Manandhar
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Laxman Luitel
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Bal Chandra Luitel
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Binod Prasad Pant
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Indra Mani Shrestha
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal

Abstract

This paper explores the paradigm shift in using ICT tools while teaching mathematics remotely within the TPACK framework. Remote teaching is not only one of the primary modes of teaching and learning in the present context throughout the world but the transition from paper to the digital world, where mathematics teachers struggle to visualize the content concisely and clearly. This paper focuses on promoting pedagogy and learning and learner empowerment by emphasizing autonomy and engagement rather than technology. The ethos of this paper is all about encouraging the mathematics teachers to promote the students for quality engagement while teaching remotely. However, all the remotely leading ICT tools require some techniques and methodologies, thereby the mathematics teachers' skill, experience, and expertise. Those skills, experiences, and expertise will be developed by excelling in mathematics teachers' ICT tools. This paper shall be one of the guiding principles for mathematics teachers (but not limited to) while dealing with the mathematics content remotely and/or in any other mode.

Keywords
paradigm shift, remote teaching, mathematics

Article Details

How to Cite
Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Barak, M., & Ziv, S. (2013). Wandering:+D3:D41 A web-based platform for the creation of locationbased interactive learning objects. Computers & Education, 62, 159-170. https://doi.org/10.1016/j.compedu.2012.10.015
  2. Barianos, A., Papadakis, A., & Vidakis, N. (2022). Content manager for serious games: Theoretical framework and digital platform. Advances in Mobile Learning Educational Research, 2(1), 251-262. https://doi.org/10.25082/AMLER.2022.01.009
  3. Camacho, A. C. L. F. (2020). Remote teaching in times of the COVID-19 pandemic: New experiences and challenges. Online Brazilian Journal of Nursing, 19(4), 1-4.
  4. Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2021). Teaching mathematics at a distance: A challenge for universities. Education Sciences, 11(1), 1. https://doi.org/10.3390/educsci11010001
  5. Dahal, B., & Dahal, N. (2015). Opportunities and challenges to use ICT in Nepalese mathematics education. In Proceedings of Second National Conference on Mathematics Education (pp. 102-106).
  6. Dahal, N., & Pangeni, S. K. (2019). Workshopping in online courses: Insights for learning and assessment in higher education. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 89-110. https://doi.org/10.32674/jimphe.v4i1.1275
  7. Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020). Emerging ICT tools, techniques, and methodologies for online collaborative teaching and learning mathematics. Mathematics Education Forum Chitwan, 5(5), 17-21. https://doi.org/10.3126/mefc.v5i5.34753
  8. Dahal, N., Shrestha, D., & Pant, B. P. (2020). Integration of GeoGebra in teaching and learning geometric transformation. Journal of Mathematics and Statistical Science, 5(12), 323-332.
  9. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  10. Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Moving forward with STEAM education research. In Emerging Technologies for STEAM Education (pp. 383-395). Springer. https://doi.org/10.1007/978-3-319-02573-5_20
  11. Miller, R.W., Habermas, J., & Shapiro, J. Knowledge and Human Interest. British Journal of Sociology, 1983, 23(4), 499. https://doi.org/10.2307/588338
  12. Husain, F. N. (2021). Use of digital assessments how to utilize digital Bloom to accommodate online learning and assessments? Asian Journal of Education and Training, 7(1), 30-35. https://doi.org/10.20448/journal.522.2021.71.30.35
  13. Kallou, S., & Kikilia, A. (2021). A transformative educational framework in tourism higher education through digital technologies during the COVID-19 pandemic. Advances in Mobile Learning Educational Research, 1(1), 37-47. https://doi.org/10.25082/AMLER.2021.01.005
  14. Karakose, T., Ozdemir, T. Y., Papadakis, S., Yirci, R., Ozkayran, S. E., & Polat, H. (2022). Investigating the Relationships between COVID-19 Quality of Life, Loneliness, Happiness, and Internet Addiction among K-12 Teachers and School Administrators-A Structural Equation Modeling Approach. International Journal of Environmental Research and Public Health, 19(3), 1052. https://doi.org/10.3390/ijerph19031052
  15. Karakose, T., Polat, H., & Papadakis, S. (2021). Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic. Sustainability, 13(23), 13448. https://doi.org/10.3390/su132313448
  16. Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring the Interrelationship between COVID-19 Phobia, Work-Family Conflict, Family-Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability, 13(15), 8654. https://doi.org/10.3390/su13158654
  17. Karakose, T., Yirci, R., Papadakis, S., Ozdemir, T. Y., Demirkol, M., & Polat, H. (2021). Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability, 13(17), 9631. https://doi.org/10.3390/su13179631
  18. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
  19. Konstantopoulou, G., Dimitra, V., Papakala, I., Styliani, R., Vasiliki, T., Ioakeimidi, M., Niros, A., Boutis, M., & Iliou, T. (2022). The mental resilience of employees in special education during the pandemic Covid-19. Advances in Mobile Learning Educational Research, 2(1), 246-250. https://doi.org/10.25082/AMLER.2022.01.008
  20. Luitel, L. (2020). Exploring teachers’ experiences on the nature of mathematics based on their curricular and pedagogical practices: A phenomenological inquiry. International Electronic Journal of Mathematics Education, 15(3), em0613. https://doi.org/10.29333/iejme/9135
  21. Manandhar, N. K. (2018). Conceptual and procedural knowledge of students in mathematics: A mixed-method study [Unpublished master’s dissertation]. Kathmandu University, Nepal.
  22. Marb´an, J. M., & Sintema, E. J. (2021). Pre-service teachers’ TPACK and attitudes toward integration of ICT in mathematics teaching. International Journal for Technology in Mathematics Education, 28(1), 37-46. https://doi.org/10.1564/tme_v28.4.03
  23. Mohammed, D. (2022). The web-based behavior of online learning: An evaluation of different countries during the COVID-19 pandemic. Advances in Mobile Learning Educational Research, 2(1), 263-267. https://doi.org/10.25082/AMLER.2022.01.010
  24. Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), ep297. https://doi.org/10.30935/cedtech/9686
  25. Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71. https://doi.org/10.25082/AMLER.2021.02.002
  26. Skaraki, E., & Kolokotronis, F. (2022). Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19. Advances in Mobile Learning Educational Research, 2(1), 180-186. https://doi.org/10.25082/AMLER.2022.01.002
  27. Songkram, N., Songkram, N., Chootongchai, S., & Samanakupt, T. (2021). Developing Students’ Learning and Innovation Skills Using the Virtual Smart Classroom. International Journal of Emerging Technologies in Learning, 16(4), 34. https://doi.org/10.3991/ijet.v16i04.15221
  28. Tsoukala, C. (2021). STEM integrated education and multimodal educational material. Advances in Mobile Learning Educational Research, 1(2), 96-113. https://doi.org/10.25082/AMLER.2021.02.005
  29. Tzimopoulos, N., Provelengios, P., & Iosifidou M. (2021). Emergency remote teaching in Greece during the first period of the 2020 Covid-19 pandemic. Advances in Mobile Learning Educational Research, 1(1), 19-27. https://doi.org/10.25082/AMLER.2021.01.003
  30. Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41. https://doi.org/10.1016/j.newideapsych.2006.07.003