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COVID-19 and the quality of mathematics education teaching and learning in a first-year course

Artigo2022

Hlamulo Wiseman Mbhiza ORCID; Dimakatjo Muthelo ORCID

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Resumo

This article is vested on the need for higher education educators to be reflective on their practices in order to configure effective ways to interact with the students and knowledge for specific courses. It is uncontested that education systems globally are under constant pressure to respond to the changing needs of societies. The outbreak of COVID-19 has reminded us that the complexity of education needs responsive practices to facilitate effective teaching and learning across all levels of schooling globally. All over the world, the normative ways of teaching and learning evolved drastically in the first quarter of the 2020 academic year when teachers and students found online offerings to be the dominant option available as a sequel to the pandemic conditions. In South Africa specifically, students and teachers were thrust into virtual teaching and learning situations with the majority of them having no preparation for this shift. This article presents an auto-ethnographical account of the knowledge gaps in the teaching and learning of mathematics education in a first-year education course in an online space. We used auto-ethnography to discuss our experiences of teaching limits and continuity. We argue that teaching the topic on an online platform constrain student teachers’ procedural thinking, conceptual development, and demonstration of their thought processes during mathematics learning and assessment. We also discuss our experiences of developing assessment tasks for the topic and how students identified cheating mechanisms to answer questions in assessments.

Dados da obra

Tipo
Artigo
Periódico
South African Journal of Higher Education, v. 36, n. 2
Editora
African Journals OnLine
Ano
2022 (2022-01-01)
Idioma
en
Palavras-chave
COVID-19 pandemic; mathematics education; online teaching and learning; pre-service teachers; procedural thinking; conceptual development; assessment tasks; cheating; limits and continuity; teacher reflection; South Africa
Temas
Avaliação, Tecnologias Digitais
DOI
10.20853/36-2-4676
ISSN
1011-3487, 1753-5913
Licença
cc-by-nc-nd
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MBHIZA, Hlamulo Wiseman; MUTHELO, Dimakatjo. COVID-19 and the quality of mathematics education teaching and learning in a first-year course. South African Journal of Higher Education, v. 36, n. 2, 2022. DOI: https://doi.org/10.20853/36-2-4676.

APA

Mbhiza, H. W., & Muthelo, D. (2022). COVID-19 and the quality of mathematics education teaching and learning in a first-year course. South African Journal of Higher Education, 36(2). https://doi.org/10.20853/36-2-4676

BibTeX
@article{mbhiza2022,
  author = {Mbhiza, Hlamulo Wiseman and Muthelo, Dimakatjo},
  title = {COVID-19 and the quality of mathematics education teaching and learning in a first-year course},
  year = {2022},
  journal = {South African Journal of Higher Education},
  volume = {36},
  number = {2},
  publisher = {African Journals OnLine},
  doi = {10.20853/36-2-4676},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mbhiza, Hlamulo Wiseman
AU  - Muthelo, Dimakatjo
TI  - COVID-19 and the quality of mathematics education teaching and learning in a first-year course
PY  - 2022
JO  - South African Journal of Higher Education
VL  - 36
IS  - 2
DO  - 10.20853/36-2-4676
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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