Special Session Chairs






Critical Issues Related to Mathematics Education During the Novel Covid-19 Pandemic

Session Submission ID: EDUCCON2020-05

Definition and Cover of the Special Session

The novel COVID-19 pandemic has affected our lives in countless ways globally. The isolation and restrictions required by this crisis have changed how we teach mathematics at both K-12 and tertiary levels. A plethora number of teachers and teacher educators find themselves unprepared for the challenges they face (e.g. producing mathematics content for an online modality, learning new delivery resources, understanding online pedagogy, attempting pedagogical strategies to address both synchronous and asynchronous teaching and learning). Recently, online and blended instruction have arisen as an alternative instructional method in mathematics teaching. Teachers are pressured to learn and use these alternative ways so that students' learning process is not interrupted. In this regard, many questions have emerged which need particular responses. Mathematics education community has also attempted to respond these questions in an effort to support the mathematics teaching and learning processes. On the other hand, these processes have been considered in various ways in different countries due to the financial, technical, and cultural issues.

Topics for Special Session

As EDUCCON committee members, we invite you to submit your studies in the context of “Critical issues related to mathematics education during the novel Covid-19 Pandemic”. The studies you submit may include the following research topics:

  • Readiness related to using online and blended education in mathematics classrooms for teacher educators, in-service teachers, preservice teachers and students in all grades
  • Types of online lesson(s) and technological resources that teachers use to teach mathematics during the pandemic
  • Students’ experiences in technology in mathematics classes before and during the pandemic
  • Effects of the pandemic on mathematics achievement, mathematics attitude and mathematics anxiety
  • Pros and cons of online and/or blended education to mathematics education
  • Practices that enhance the effectiveness of online and/or blended learning for mathematics education
  • Different approaches to teaching mathematics in online classes
  • Teachers’ use of mathematics curriculum resources in online and/or blended learning environments

Accepted Presentations

  • Online Distance Learning Experience of Mathematics Teachers: Strengths And Weakness Aspects Of Education, Ali Bozkurt (Gaziantep University)*; Mehmet Güzel (Gaziantep University); Mehmet Fatih Özmantar (Gaziantep University), Turkey
  • Opinions of prospective mathematics teachers about teaching of "Fundamentals of mathematics II" course: Face-to-face and distance education , Feyza Aliustaoğlu (Kastamonu University)*, Turkey
  • An Interpretation of Graphs about the Spread of COVID-19 Virus, Mehtap Kuş (Aksaray University)*, Turkey