Begun in the mid-90s, computers have long been a staple in teaching mathematics to engineering students. In recent years, with the effects of the COVID-19 pandemic and the arrival of Generation Z in tertiary education, the role of blended learning has increased. This paper highlights some of the greater challenges and successes of the transition…

The COVID-19 pandemic has created an opportunity for K-12 schools to rethink and redesign instruction. The urgency to continue providing students with education accelerated the blend of face-to-face instruction and online learning in K-12 education. Blended learning is any formal education program that combines face-to-face instruction with online…

In this paper, we describe an idea for mathematics lectures that involves using digital tools for first-year university students. Materials in the Moodle course include live broadcasts, lecture recordings, Moodle tests, sample solutions and videos. The aim of the paper is to find out from students' feedback which digital tools help them understand…

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is increasing in the 21st-century classroom. There has been widespread expansion of the use of technology in education. This column reviews three types of instruction--synchronous, asynchronous,…

The COVID-19 pandemic compelled higher education institutions to adopt an alternative approach to learning. For mathematics education, supporting students through blended learning has become increasingly important as it will ensure students' learning is sustained in such a situation. This practical change has illuminated how cloud technology can…

As COVID-19 continues to impact various business sectors, university administrators have steadily pushed for all academic units to resume on campus operations and activities; conversely, faculty and students have expressed increased interest in continuing online teaching/learning. We aim to mitigate this "tug-of-war" between…

The research described in this paper focused on the issue of describing and understanding how mathematical discussion develops in a hybrid learning environment, and how students participate in it. The experimental plan involved several classes working in parallel, with pupils and teachers interacting both in their real classrooms and in a digital…

The COVID-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. During this time, a group of teachers were involved in a specialised computer integrated education course, preparing them for the design and…

The purpose of this research is to evaluate the application methodology of blended learning technology in mathematics education, with the views of teachers. In this study, the case study method, which is one of the qualitative research methods, was used. A total of 80 mathematics teachers working in various high schools in Nur Sultan city of…

The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor's curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. The model is…

The COVID-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in…

The coronavirus disease 2019 (COVID-19) pandemic upended math instruction--but not equitably. Although little is known about the quality of math instruction in different school settings during the 2020-2021 school year, evidence from national survey data collected throughout the pandemic suggests that students' "opportunity to learn"…

Increasingly, digital technologies are being utilised to provide opportunities for teacher professional learning (PL) in fully online, blended and face-to-face environments. Videos have been used extensively across the three modes of delivery but there appears little research on the conceptual framing underpinning their development. This article…

Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner-learner, learners-teachers, and learners-learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted…

Educational technologies develop quickly. Which functions of face-to-face education can be substituted by technology for distance learning? One of the risks of online education is the lack of embodied interactions. We investigate what embodied interactive technologies might offer for teaching trigonometry when learning at a distance. In a multiple…