Design of Learning Situations for Mathematics in a Remote Context
Abstract
In response to the pandemic crisis, remote learning situations were designed in Chile. This study investigates five dimensions for the design of Mathematics learning situations: mathematical tasks, video capsules, interactions, feedback, and evaluations. Nine remote learning situations were analyzed in a Mathematics course for secondary school teacher training. The results indicate that the learning situation designs generally include contextualized mathematical tasks and appropriate assessments. The average of these learning situations considers the use of video capsules and feedback to be adequate, while situations including appropriate teacher-student interaction are rare.
Keywords
Learning situations in a remote context, Mathematics learning in pandemic, Mathematics tasks in pandemic, Technological resources in MathematicsReferences
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