The rapid move to online mathematics support : changes in pedagogy and social interaction

Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands, Donald Shearman

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

The dramatic changes brought on by the COVID-19 pandemic have changed the way in which mathematics and statistics support is offered. Students and staff have been presented with new opportunities and challenges. One-on-one interviews were conducted late in 2020 with 23 students and staff who had experience with fully online mathematics and statistics support. The interviewees were from University College Dublin, Ireland, and Western Sydney University, Australia. Utilising thematic analysis, five themes around online mathematics and statistics support common to both universities were identified. In this paper the three themes related to connection are explored; they are pedagogical changes, social interaction, and appreciation of mathematics and statistics support. These themes highlight the need felt by both students and staff for mutual connection. The paper concludes with a discussion on the repercussions of this study for future considerations of effective online mathematics and statistics support
Original languageEnglish
Pages (from-to)64-91
Number of pages28
JournalInternational Journal of Mathematical Education in Science and Technology
Volume53
Issue number1
Publication statusPublished - 2022

Open Access - Access Right Statement

© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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