Ставови студената о онлајн настави математике током пандемије
Ključne reči:
онлајн настава математике, ставови студената, образовно-научно поље, математичка знања
Sažetak
Пандемија COVID-19 приморала је универзитете широм света да пређу са наставе уживо на наставу у онлајн окружењу. Настава математике у онлајн окружењу донела је многе изазове за наставнике због своје изразито симболичке и дијаграмске природе. Циљ истраживања био је да се утврди да ли је могуће постићи добар квалитет рада студената и ефикасност наставе организовањем онлајн часова математике на нематематичким факултетима у Србији. Истраживање је спроведено са студентима основних студија (N=224) седам факултета/департмана три државна и једног приватног универзитета током 2022. године. За анализу података коришћене су и квантитативне и квалитативне методе. Резултати истраживања упућују на закључак да студенти основних студија из нашег узорка углавном нису исказали позитивне ставове према онлајн часовима математике. Такође, њихови ставови одређени су образовно-научном облашћу студијских програма којe похађаju, као и нивоом самопроцењених математичких знања. Сматармо да добијени резултати могу бити значајна полазна основа за нова истраживања о квалитету и ефективности наставе, којима би се обухватили универзитетски наставници који су организовали онлајн часове математике.
Reference
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• Narli, S. (2010). An alternative evaluation method for Likert type attitude scales: rough set data analysis. Scientific Research Essays, 5(6), 519–528
• Nunez, R. (2008). A fresh look at the foundations of mathematics: Gesture and the psychological reality of conceptual metaphor. In A. J. Cienki & C. Muller (Eds.), Metaphor and Gesture (93–114). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/gs.3
• Noviani, J. (2021). Perceptions of mathematics education students toward e-learning during the Covid-19 pandemic. Kalamatika: Jurnal Pendidikan Matematika, 6(1), 15–30. https://doi.org/10.22236/KALAMATIKA.vol6no1.2021pp15-30
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• Pravilnik o listi stručnih, akademskih i naučnih naziva (2017). RS Official Gazette, 114/2017.
• Purnomo, M. E. R. & Machromah, I. U. (2018). Major difficulty in solid geometry learning for university students: developing visual spatial skills. In Y. M. Cholily, A. In’am, R. D. Azmi, R. D. Susanti, & S. K. Ummah (Eds.), 1st International Conference of Mathematics Education (INCOMED 2017), December 23, 2017, Malang (143–146). Malang: University of Muhammadiyah Malang. https://doi.org/10.2991/incomed-17.2018.31
• Radmehr, F. & Goodchild, S. (2021). Online mathematics teaching and learning during the COVID-19 pandemic: The perspective of lecturers and students. Nordic Journal of STEM Education, 5(1), 1–5. Retrieved October 2, 2022. from https://www.ntnu.no/ojs/index.php/njse/article/view/3914
• Raza, S. H. & Reddy, E. (2021). Intentionality and players of effective online courses in Mathematics. Frontiers in Applied Mathematics and Statistics, 7, Article 612327. doi: 10.3389/fams.2021.612327
• Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28, Article 2319. Retrieved January 25, 2021. from https://journal.alt.ac.uk/index.php/rlt/article/view/2319
• Trenholm, S. & Peschke, J. (2020). Teaching undergraduate mathematics fully online: A review from the perspective of communities of practice. International Journal of Educational Technology in Higher Education, 17(1), Article 37. https://doi.org/10.1186/s41239-020-00215-0
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• Aldon, G., Cusi, A., Schacht, F. & Swidan, O. (2021). Teaching mathematics in a context of lockdown: A study focused on teachers’ praxeologies. Education Sciences, 11(2), Article educsci11020038. https://doi.org/10.3390/educsci11020038
• Alibali, M. W. & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247–286. https://doi.org/10.1080/10508406.2011.611446
• Amelia, R., Kadarisma, G., Fitriani, N. & Ahmadi, Y. (2020). The effect of online mathematics learning on junior high school mathematics resilience during covid-19 pandemic. Journal of Physics: Conference Series, 1657(1), Article 012011. https://doi.org/10.1088/1742-6596/1657/1/012011
• Almarashdi, H. & Jarrah, A. M. (2021). Mathematics distance learning amid the COVID-19 pandemic in the UAS: High School students’ perspectives. International Journal of Learning, Teaching and Educational Research, 20(1), 292–307. https://doi.org/10.26803/ijlter.20.1.16
• Bonsangue, M. V. & Clinkenbeard, J. E. (2021). A comparison of American student and faculty experiences in mathematics courses during the COVID-19 pandemic. International Journal of Educational Research Open, 2, Article 100075. https://doi.org/10.1016/j.ijedro.2021.100075
• Borges, A. I. & Costa, S. F. (2022). Online Learning in Mathematics Higher Education during the COVID-19 Pandemic: A Survey Study of Portuguese Students. International Journal of Information and Education Technology, 12(10), 1037–1042. https://doi.org/10.18178/ijiet.2022.12.10.1717
• Breda, A., Farsani, D. & Miarka, R. (2020). Political, technical and pedagogical effects of the COVID-19 Pandemic in Mathematics Education: an overview of Brazil, Chile and Spain. INTERMATHS, 1(1), 3–19. https://doi.org/10.22481/intermaths.v1i1.7400
• Busto, S., Dumbser, M. & Gaburro, E. A. (2021). Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic. Education Sciences, 11(2), Article educsci11020056. https://doi.org/10.3390/educsci11020056
• Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M. & Taranto, E. (2021). Teaching mathematics at distance: A challenge for universities. Education Sciences, 11(1), Article educsci11010001. https://dx.doi.org/10.3390/educsci11010001
• Casinillo, L. F., Casinilo, E. L., Valenzona, J. V., Almonite, M. R. C. & Valenzona, D. L. (2022). How challenging it is to learn mathematics online. Philippine Social Science Journal, 5(1), 80–89. https://doi.org/10.52006/main.v5i1.447
• Chirinda, B., Ndlovu, M. & Spangenberg, E. (2021). Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage. Education Sciences, 11(4), Article educsci11040177. https://doi.org/10.3390/educsci11040177
• Cicha, K., Rizun, M., Rutecka, P. & Strzelecki, A (2021). COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning. Sustainability, 13(4), Article su13041889. https://doi.org/10.3390/su13041889
• Commodari, E., Rosa, V. L. L., Coniglio, M. A. & Conti, D. (2022). Closure and reopening of schools and universities during the COVID-19 pandemic: Prevention and control measures, support strategies for vulnerable students and psychosocial needs. Frontiers in Psychology, 12, Article 769622. https://doi.org/10.3389/fpsyg.2021.769622
• Coman, C, Țîru, L. G, Meseșan-Schmitz, L., Stanciu. C. & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective. Sustainability, 12(24), Article su122410367. https://doi.org/10.3390/su122410367
• Đerić, I., Gutvajn, N., Jošić, S. & Ševa, N. (2020). Nacionalni izveštaj: TIMSS 2019 u Srbiji. Beograd: Institut za pedagoška istraživanja.
• Engelbrecht, J. & Harding, A. (2005). Teaching Undergraduate Mathematics on the Internet. Educational Studies in Mathematics, 58, 253–276.
• Fakhrunisa, F. & Prabawanto, S. (2020). Online learning in COVID-19 pandemic: An investigation of mathematics teachers’ perception. In H. Evans (Ed.), The 4th International Conference on Education and E-Learning ICEEL 2020, November 6–8, 2020, Tsuru (207–213). Tsuru: Tsuru University. https://doi.org/10.1145/3439147.3439179
• Ní Fhloinn, E. & Fitzmaurice, O. (2021). Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic. Mathematics, 9(18), Article math9182303. https://doi.org/10.3390/math9182303
• Fritz, A., Haase, V. G. & Räsänen, P. (Eds.). (2019). International handbook of mathematical learning difficulties: From the laboratory to the classroom. Cham: Springer. https://doi.org/10.1007/978-3-319-97148-3
• Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments, Online Learning, 22(2), 197–220. https://doi.org/10.24059/olj.v22i2.1255
• Jevtić, R. (2021). The use of modern technologies in the life and work of teachers before and during Covid virus. Zbornik radova Pedagoškog fakulteta u Užicu, 24(23), 151–166. https://doi.org/10.5937/ZRPFU2123151J
• Milinković, J. & Lazić, B. (2018) Postignuće učenika na TIMSS i PISA ispitivanju kao smernica za izmene u nastavnom programu matematike. Inovacije u nastavi - časopis za savremenu nastavu, 31(3), 74–87. https://doi.org/10.5937/inovacije1803074M
• Moreno-Guerrero, A. J., Aznar-Díaz, I., Cáceres-Reche, P. & Alonso-García, S. (2020). E-learning in the teaching of mathematics: an educational experience in adult high school. Mathematics, 8(5), Article math8050840. https://doi.org/10.3390/math8050840
• Narli, S. (2010). An alternative evaluation method for Likert type attitude scales: rough set data analysis. Scientific Research Essays, 5(6), 519–528
• Nunez, R. (2008). A fresh look at the foundations of mathematics: Gesture and the psychological reality of conceptual metaphor. In A. J. Cienki & C. Muller (Eds.), Metaphor and Gesture (93–114). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/gs.3
• Noviani, J. (2021). Perceptions of mathematics education students toward e-learning during the Covid-19 pandemic. Kalamatika: Jurnal Pendidikan Matematika, 6(1), 15–30. https://doi.org/10.22236/KALAMATIKA.vol6no1.2021pp15-30
• Oflaz, G., Bulut, N. & Akcakin, V. (2016). Pre-service classroom teachers’ proof schemes in geometry: a case study of three pre-service teachers. Eurasian Journal of Educational Research, 63, 133–152. http://dx.doi.org/ 10.14689/ejer.2016.63.8
• Pravilnik o listi stručnih, akademskih i naučnih naziva (2017). RS Official Gazette, 114/2017.
• Purnomo, M. E. R. & Machromah, I. U. (2018). Major difficulty in solid geometry learning for university students: developing visual spatial skills. In Y. M. Cholily, A. In’am, R. D. Azmi, R. D. Susanti, & S. K. Ummah (Eds.), 1st International Conference of Mathematics Education (INCOMED 2017), December 23, 2017, Malang (143–146). Malang: University of Muhammadiyah Malang. https://doi.org/10.2991/incomed-17.2018.31
• Radmehr, F. & Goodchild, S. (2021). Online mathematics teaching and learning during the COVID-19 pandemic: The perspective of lecturers and students. Nordic Journal of STEM Education, 5(1), 1–5. Retrieved October 2, 2022. from https://www.ntnu.no/ojs/index.php/njse/article/view/3914
• Raza, S. H. & Reddy, E. (2021). Intentionality and players of effective online courses in Mathematics. Frontiers in Applied Mathematics and Statistics, 7, Article 612327. doi: 10.3389/fams.2021.612327
• Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28, Article 2319. Retrieved January 25, 2021. from https://journal.alt.ac.uk/index.php/rlt/article/view/2319
• Trenholm, S. & Peschke, J. (2020). Teaching undergraduate mathematics fully online: A review from the perspective of communities of practice. International Journal of Educational Technology in Higher Education, 17(1), Article 37. https://doi.org/10.1186/s41239-020-00215-0
• Zeki, C. P. (2009). The importance of non-verbal communication in classroom management. Procedia Social and Behavioral Sciences, 1(1), 1443–1449. https://doi.org/10.1016/j.sbspro.2009.01.254
• World Health Organization (WHO). (2020, March 11). Coronavirus disease (COVID-19) pandemic. Retrieved April 23, 2022. from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
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2025/09/10
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