Abstracts
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.
Keywords:
- assessment and feedback,
- dynamic and interactive content,
- e-learning platform,
- learning theory,
- mathematical learning model
Appendices
Bibliography
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R. ... Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
- Barnes, H., & Venter, E. (2008). Mathematics as a social construct: Teaching mathematics in context. Pythagoras, 68, 3-14. doi: 10.4102/pythagoras.v0i68.62
- Berking, P. (2016). Choosing authoring tools: Advanced distributed learning (ADL) initiative. Retrieved from https://www.adlnet.gov/public/uploads/ChoosingAuthoringTools.docx
- Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy. The Highlight Zone: Research @ Work 5, 1-8. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.453.3887&rep=rep1&type=pdf
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
- Elijah, E. U. (2012). E-learning and teacher preparation in science and mathematics: The paradigm for utilization of interactive packages. European Scientific Journal, 8(13), 172-177. Retrieved from https://eujournal.org/index.php/esj/article/view/204
- Gravemeijer, K., Stephan, M., Julie, C., Lin, F., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105-123. doi: 10.1007/s10763-017-9814-6
- Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of concept oriented reading instruction on strategy use and conceptual learning from text. The Elementary School Journal, 99(4), 343-366. doi: 10.1086/461929
- Jeschke, S., Richter, T., & Seiler, R. (2005). Mathematics in virtual knowledge spaces: User adaption by intelligent assistants. Proceedings of the International Conference on Multimedia and ICTs in Education, 1-5. doi: 10.4018/978-1-59140-878-9.ch011
- Juan, A. A.., Huertas, M. A., Cuypers, H., & Loch, B. (2012). Mathematical e-learning. Universities and Knowledge Society Journal, 9(1), 278-283. Retrieved from https://link.springer.com/content/pdf/10.7238/rusc.v9i1.1431.pdf
- Klinger, C. M. (2011). Connectivism: A new paradigm for the mathematics anxiety challenge? Adult Learning Mathematics, 6(1), 7-19. Retrieved from https://files.eric.ed.gov/fulltext/EJ1068259.pdf
- Koohang, A., Riley, L., & Smith, T. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 91-109. doi: 10.28945/66
- Lui, R. W. C., Lo, K. K. Y., & Yiu, S. M. (2013). Evaluating and adopting e-learning platforms. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(3), 229-233. doi: 10.7763/IJEEEE.2013.V3.229
- McElroy, J., O'Loughlin, J., Townsend, C., & Simonovits, R. (2011). Mathematics: e-learning and math projects for students and teachers across Europe. Retrieved from http://www.zst.edu.pl/pdf/projekty/Comenius2011-2013/artykuly/Artykul%209.pdf
- Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes towards mathematics before and after transition to junior high school. Child Development, 60, 981-992. doi: 10.2307/1131038
- Murphy, E. (1997). Constructivism: From philosophy to practice. Retrieved from https://files.eric.ed.gov/fulltext/ED444966.pdf
- Namukasa, K. I., Quinn, M., & Kaahwa, J. (2010). School mathematics education in Uganda: Its successes and its failures. Procedia Social and Behavioral Sciences, 2, 3104-3110. doi: 10.1016/j.sbspro.2010.03.473
- Perin, D. (2011). Facilitating student learning through contextualization. Community College Review, 39(3), 268-295. doi: 10.1177/0091552111416227
- Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of educational psychology, 82, 41-50. doi: http://doi.apa.org/journals/edu/82/1/41.pdf
- Ravi, V. (2016). Curriculum development. India: Laxmi book Publication.
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. 2(1), 3-10. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.3793&rep=rep1&type=pdf
- Tempelaar, D. T., Kuperus, B., Cuypers, H., Kooij, H., Vrie, E., & Heck, A. (2012). The role of digital, formative testing in e-learning for mathematics: A case study in the Netherlands. Universities and Knowledge Society Journal, 9(1), 284-305. doi: 10.7238/rusc.v9i1.1272
- Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics instruction - The Wiskobas project. Boston: Kluwer Academic Publishers.
- Waege, K. (2009). Motivation for learning mathematics in terms of needs and goals. Proceedings of the CERME, 6, 84-93. Retrieved from http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg1-06-waege.pdf
- Warden, C. A. (2000). EFL business writing behaviors in differing feedback environments. Language Learning, 50(4), 573-616. doi: 10.1111/0023-8333.00141
- Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96. doi: 10.1111/j.1467-8535.2007.00699.x
- Yi, T., & Trevino, J. (2015). Tools for creating learning environments. Proceedings of the International Conference on Computer Supported Education, 31-37. Retrieved from http://www.wseas.us/e-library/conferences/2015/Michigan/COEN/COEN-04.pdf
- Young, M. (2008). From constructivism to realism in the sociology of the curriculum. Review of Research in Education, 32(1), 1-28. doi: 10.3102/0091732X07308969