A Comparative Study of the Organization of a Remote Mathematics Study Process During the Covid-19 Pandemic

Abstract

Due to the Covid-19 pandemic, studies at all universities in this study are provided remotely. To transform mathematics studies into remote studies, the existing conditions changed, teachers had to change the way they teach, and students had to change their learning. This posed challenges for both teachers and students. In view of the above, the aim of this study is to summarize the experience of remote teaching and learning of mathematics in three Baltic universities, to identify the digital tools used for different mathematics teaching purposes, as well as to evaluate the effectiveness of mathematics learning in the context of remote studies. The empirical research consisted of focused interviews with mathematics teachers and student survey. The mathematics teachers focused interviews used to summarize the experience of remote teaching and learning of mathematics. In this study digital tools used for different mathematics teaching purposes are identified in accordance with R.Gagne’s theory. To assess the effectiveness of remote mathematics studies, a survey of engineering students at three Baltic States universities was carried out. The results show that different video conferencing platforms used for organizing mathematics teaching remotely. The Moodle e-learning system is commonly used to implement instructional events under R.Gagné. Engineering student survey results show that only 26.1% – prefer e-learning/remote learning, but 25% – do not see much difference between face-to-face and remote learning. The effectiveness of mathematics learning in the context of remote studies analyzed by country considering learning preferences and learning effectiveness self-assessment.