Abstract
The Coronavirus 2019 pandemic has brought about the need for prompt and dynamic changes in the educational system, including the use of e-Learning. Mathematics is a particularly abstract field of study that may be difficult to teach through e-Learning. Psychosocial factors pandemic may further challenge educators and students in mathematics e-Learning during the pandemic. This systematic review aims to explore the transitional experiences of postsecondary educators and students in mathematics e-Learning during the Coronavirus 2019 pandemic. Nine articles met the criteria and were included for synthesis. Findings revealed that the most utilized and preferred technologies were Google Classroom, Moodle, and WhatsApp. Changes in educators' practices included increased hours spent on teaching preparation and tasks, reduced use of gestures, sending notes prior to lessons, and reduced student interactions. Advantages of mathematics e-Learning perceived by educators included improvements in student involvement, lesson planning, teaching style, and comfort in technologies. Major challenges perceived by educators were reduced student interactions, lack of special software for mathematics, difficulty monitoring student progress, and difficulty with testing.
Highlights
Mathematics is known for its use of specific language and symbols, which should be supported in e-Learning platforms (Ahn & Edwin, 2018)
The findings of this systematic review involved the transitional experiences of postsecondary educators and students regarding mathematics e-Learning during the Covid-19 pandemic in six different countries
The narrow focus on mathematics and the period of the Covid-19 pandemic allowed for a specialized overview of this field during this challenging period, the limited number of studies included in the review
Summary
Based on the United Nations Educational, Scientific and Cultural Organization (UNESCO) reports, 185 nations declared closure of their educational institutions beginning April of 2020, thereby impeding on the education of around 1,542,412,000 learners (89.4% of overall enrolled learners) around the world (Marinoni et al, 2020) Such a large scale and dynamic change has never occurred before, and classroom environment and possible distractions in the physical environment, the learners may have difficulties focusing on their lessons or participating in discussions (Neuwirth et al, 2020). Educators may have trouble adjusting to teaching on a screen with minimal visual feedback from and engagement from their students (Neuwirth et al, 2020) In addition to these obstacles, Ludwig (2021) proposed the phenomenon of Covid despair, which describes negative psychological state of individuals during the pandemic. Individuals may struggle with financial stress, unemployment, cramped living spaces, lack of recreation, social isolation, and immediate deportation
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