Opportunities and challenges of advanced mathematics teaching based on the integration of online channel and offline channel

Yanan Li

Article ID: 9713
Vol 7, Issue 9, 2024

VIEWS - 3 (Abstract) 0 (PDF)

Abstract


This article explores thechallenges faced by educators, differences in challenges across demographics, relationships between integration and tools usage, and the study’s contribution to innovative teaching methods discourse. Using a quantitative approach, the study
collected data through structured questionnaires, ensuring ethical considerations. Findings suggest a strong consensus favoring a blended
approach, highlighting the value of diverse tech tools and consistent integration. The study underscores challenges in adaptability, student
engagement, and technology access. Recommendations emphasize diverse research samples, flexible teaching methods, and collaborative
workshops, offering practical insights for educators navigating the integration of online and offline channels in advanced mathematics.

Keywords


Opportunities and Challenges; Online and Offline Integration; Technology Tools

Full Text:

PDF


References


1. [1]Khoruzha, L. L. (2020). MODERN STRATEGIES FOR TRANSFORMING THE CONTENT OF PEDAGOGICAL EDUCATION.

2. Pedagogical education: theory and practice. Psychology. Pedagogy, 33. http://dx.doi.org/10.28925/2311-2409.2020.33.1

3. [2]Kouser, S., & Majid, I. (2021). TECHNOLOGICAL TOOLS FOR ENHANCING TEACHING AND LEARNING PROCESS. Towards Excellence, 366(373). http://dx.doi.org/10.37867/te130133

4. [3]Lin, L. (2021). Student Learning and Engagement in a Blended Environment. In Research Anthology on Developing Effective Online Learning Courses (pp. 1371-1385). IGI Global. DOI: 10.4018/978-1-7998-8047-9.ch068.

5. [4]Lin, W. (2020). Teacher-Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics

6. Achievement Emotions. Proceedings of the 2020 AERA Annual Meeting. doi:10.3102/1570544

7. [5]Loots, S., Strydom, F., & Posthumus, H. (2023). Learning from students: Factors that support student engagement in blended learning environments within and beyond classrooms. Journal of Student Affairs in Africa, 11(2). http://dx.doi.org/10.24085/jsaa.v11i2.4897

8. [6]Muchlis, E. E., Priatna, N., & Maizora, S. (2023). Developing mathematical thinking skills through technology-based learning: a

9. review of “technology-enabled mathematics education: optimizing student engagement”. Journal of Mathematics Teacher Education, 26(4),

10. 425–432. https://doi.org/10.1007/s10857-022-09561-4

11. [7]Nortvedt, G. A., & Buchholtz, N. (2018). Assessment in mathematics education: responding to issues regarding methodology, policy, and equity. ZDM Mathematics Education, 50, 555–570. https://doi.org/10.1007/s11858-018-0963-z

12. [8]Nurbavliyev, O., Kaymak, S., & Sydykov, B. (2022). The Effect Of Active Learning Method On Students’ Academic Success, Motivation And Attitude Towards Mathematics. Journal of Language and Linguistic Studies, 18(2), 701-713. https://files.eric.ed.gov/fulltext/

13. EJ1347347.pdf

14. [9]Pereira, E. A., Bryce, J., Quek, E., & Daud, N. (2022). Online Learning Challenges Faced by Academicians During the Pandemic.

15. International Journal of Advanced Research in Education and Society, 4(3), 166-172. ISSN 2682-8138. Retrieved from https://myjms.mohe.

16. gov.my/index.php/ijares/article/view/20243




DOI: https://doi.org/10.18686/ijmss.v7i9.9713

Refbacks

  • There are currently no refbacks.




Creative Commons License

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