Abstract
Throughout the world, mathematics plays a vital role for the educational and developmental aspirations of any country. The quest to teach mathematical knowledge in a viable and effective way so as to induce creativity and applicability among learners is an ongoing challenge, especially for developing countries. A better understanding of how students learn mathematics coupled with effective application of mathematical e-learning can enhance meaningful learning of mathematics and make the subject more exciting. In this note, we introduce a mathematical e-learning model suitable for the modern digital era based on the learning theories of social constructivism, social realism, and connectivity. We then discuss the feasibility of implementing the model on an open source e-learning platform. Our findings reveal that the platform offers a developer’s tool for coding and customizing templates to attain higher levels of usage and interactivity in which learners can create and control learning objects while they observe the results.
Highlights
E-learning practices have been incorporated in the teaching and learning processes
Many studies are advocating for a form of contextualization in which much effort is spent on turning the mathematics content into a language the student clearly understands or is familiar to, so that the transition into the mathematical language of rules and symbols becomes a mere formality (Berns & Erickson, 2001; Guthrie, Anderson, Alao, & Rinehart, 1999; Klinger, 2011)
We propose a mathematical e-learning model MCIEC, for making mathematical learning more interesting, meaningful, and applicable to the learners beyond the classroom knowledge
Summary
E-learning practices have been incorporated in the teaching and learning processes. For effective mathematical e-learning, one needs appropriate software as well as well-known learning principles and theories to create mathematics content that fit the learners’ needs and the teachers’ overall intentions. There are many open source platforms including eXelearning, Xerte Online Toolkits (XOT), and Course Builder (Berking, 2016) With these platforms, instructors can design mathematics content to suit their teaching and learning approaches. Constructivism, connectivity and realism essentially emphasize motivation, context, and tapping into students’ abilities and experiences as the key aspects of meaningful learning but without sacrificing the power and beauty of mathematics knowledge. These ideas lead us to propose the MCIEC (motivation, context, interactivity, evaluation, and connectivity) model. We will reference materials developed in these two course units to explain the model
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