Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts
Abstract
:1. Introduction
- To socioculturally characterize the sample of primary educators who teach mathematics online.
- To identify the types of teaching strategies, educational resources, and educational contexts.
- To compare the types of didactic strategies that primary educators used in mathematics teaching according to the types of educational resources they used and the educational contexts in which they work.
2. Theoretical Framework
2.1. Online Didactic Strategies
2.2. Educational Resources of Online Education
3. Materials and Methods
3.1. Research Context
3.2. Procedure and Sample
3.3. Data Analysis
4. Results
Descriptive Measures about the Sociocultural Characterization of Primary Mathematics Educators Who Teach Online
5. Discussion and Conclusions
5.1. Sociocultural Characterization of Primary Educators Teaching Mathematics Online
5.2. Identification of Teaching Strategies, Educational Resources, and Type of Educational Context
5.3. Comparison of Didactic Strategies According to the Type of Educational Resource and Educational Context
6. Limitations and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Range | Woman | Men | Private | State | Foundation | |
---|---|---|---|---|---|---|
Age | 20–29 | 8.7% | 8.3% | 21.4% | 5.5% | 8.3% |
30–39 | 56.5% | 33.3% | 35.7% | 45.5% | 58.3% | |
40–49 | 26.1% | 38.9% | 28.6% | 32.7% | 27.8% | |
50–59 | 8.7% | 13.9% | 14.3% | 12.7% | 5.6% | |
60–69 | 0.0% | 5.6% | 0.0% | 3.6% | 0.0% | |
Educational context | Rural | 11.6% | 19.4% | 14.3% | 20.0% | 5.6% |
Urban | 88.4% | 80.6% | 85.7% | 80.0% | 94.4% | |
Job experience | 1–9 | 34.8% | 36.1% | 35.7% | 27.3% | 47.2% |
10–19 | 47.8% | 47.2% | 50.0% | 56.4% | 33.3% | |
20–29 | 13.0% | 11.1% | 14.3% | 9.1% | 16.7% | |
30–39 | 4.3% | 5.6% | 0.0% | 7.3% | 2.8% | |
Mathematical mention | Yes | 37.7% | 27.8% | 28.6% | 36.4% | 33.3% |
No | 62.3% | 72.2% | 71.4% | 63.6% | 66.7% | |
Curricular prioritization | Yes | 94.2% | 94.4% | 78.6% | 98.2% | 94.4% |
No | 1.4% | 2.8% | 7.1% | 0.0% | 2.8% | |
Sometimes | 4.3% | 2.8% | 14.3% | 1.8% | 2.8% | |
Digital literacy | Low level | 4.3% | 11.1% | 7.1% | 7.3% | 5.6% |
Medium level | 69.6% | 72.2% | 57.1% | 70.9% | 75.0% | |
High level | 26.1% | 16.7% | 35.7% | 21.8% | 19.4% | |
Duration of classes | 10–20 min | 1.4% | 0.0% | 0.0% | 1.8% | 0.0% |
21–30 min | 8.7% | 11.1% | 14.3% | 9.1% | 8.3% | |
31–40 min | 20.3% | 27.8% | 7.1% | 29.1% | 19.4% | |
41–50 min | 30.4% | 36.1% | 14.3% | 30.9% | 41.7% | |
Use of CPS method | No | 36.2% | 50.0% | 35.7% | 40.0% | 44.4% |
Yes | 63.8% | 50.0% | 64.3% | 60.0% | 55.6% | |
Type of strategy | N. A. | 2.9% | 5.6% | 7.1% | 3.6% | 2.8% |
Traditional | 42.0% | 47.2% | 57.1% | 40.0% | 44.4% | |
Emerging | 55.1% | 47.2% | 35.7% | 56.4% | 52.8% | |
Substrategy | Heuristic | 1.5% | 8.8% | 7.7% | 1.9% | 5.7% |
Inductive | 4.5% | 2.9% | 7.7% | 1.9% | 5.7% | |
Process automation | 30.3% | 32.4% | 38.5% | 26.9% | 34.3% | |
Formalization | 7.6% | 5.9% | 7.7% | 11.5% | 0.0% | |
Metaphorical | 25.8% | 26.5% | 30.8% | 26.9% | 22.9% | |
Modeling | 3.0% | 0.0% | 0.0% | 3.8% | 0.0% | |
Ostensive | 1.5% | 0.0% | 0.0% | 0.0% | 2.9% | |
Analog | 24.2% | 17.6% | 7.7% | 23.1% | 25.7% | |
Inventive | 1.5% | 5.9% | 0.0% | 3.8% | 2.9% |
Job Experience Traditional | Job Experience Emerging | |||||||
---|---|---|---|---|---|---|---|---|
Type of strategy | 1–9 | 10–19 | 20–29 | 30–39 | 1–9 | 10–19 | 20–29 | 30–39 |
Learning guides Concrete material | 13.3% | 48.0% | 50.0% | 50.0% | 0.0% | 0.0% | 25.0% | 33.3% |
33.3% | 24.0% | 50.0% | 0.0% | 61.9% | 43.5% | 62.5% | 33.3% | |
Use of Software | 53.3% | 24.0% | 0.0% | 0.0% | 23.8% | 30.4% | 12.5% | 0.0% |
Resources of the domestic environment | 0.0% | 0.0% | 0.0% | 0.0% | 9.5% | 4.3% | 0.0% | 33.3% |
Audiovisual | 0.0% | 0.0% | 0.0% | 50.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Educational Resources | Traditional | Emerging | Total |
---|---|---|---|
Learning guides | 17 | 3 | 20 |
Concrete material | 13 | 29 | 42 |
Use of software | 14 | 13 | 27 |
Resources of the domestic environment | 0 | 4 | 4 |
Audiovisual | 1 | 0 | 1 |
TOTAL | 46 | 55 | 101 |
Chi-Square Tests | |||
Pearson Chi-Square | Value | df | Asymptotic |
Likelihood Ratio | 23,891 a | 5 | 0.000 |
Linear-by-Linear Association | 27,197 | 5 | 0.000 |
N of Valid Cases | 101 | 1 | 0.445 |
Substrategy | Rural | Urban | Total |
---|---|---|---|
Process automation | 7 | 13 | 20 |
Metaphorical | 1 | 25 | 26 |
TOTAL | 8 | 38 | 46 |
Chi-Square Tests | Value | ||
Pearson Chi-Square | 7637 a | df | Asymptotic |
Likelihood Ratio | 8132 | 1 | 0.006 |
Linear-by-Linear Association | 7471 | 1 | 0.004 |
N of Valid Cases | 46 | 1 | 0.006 |
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Videla, R.; Rossel, S.; Muñoz, C.; Aguayo, C. Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts. Educ. Sci. 2022, 12, 492. https://doi.org/10.3390/educsci12070492
Videla R, Rossel S, Muñoz C, Aguayo C. Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts. Education Sciences. 2022; 12(7):492. https://doi.org/10.3390/educsci12070492
Chicago/Turabian StyleVidela, Ronnie, Sebastián Rossel, Coralina Muñoz, and Claudio Aguayo. 2022. "Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts" Education Sciences 12, no. 7: 492. https://doi.org/10.3390/educsci12070492