Abstract
This research examines evidence-based practices of mathematics teaching and learning at the post-secondary level that incorporate virtual tools and techniques developed during the pandemic. The study explores the feasibility of “blended” courses taught in face-to-face and/or virtual modalities in terms of learning outcomes, faculty and student acceptance, and institutional permanence. Implications for mathematics teaching and learning for both the near-term and long-term future are considered.
Presenters
Martin BonsangueChair and Professor Emeritus, Mathematics, California State Univ - Fullerton, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Mathematics, Teaching, Learning, Blended, College, Virtual
