Del Olmo-Muñoz Javier, González-Calero José Antonio, Diago Pascual D, Arnau David, Arevalillo-Herráez Miguel
University of Castilla-La Mancha, Albacete, Spain.
University of Valencia, Valencia, Spain.
ZDM. 2023;55(1):35-48. doi: 10.1007/s11858-022-01396-w. Epub 2022 Jul 22.
The COVID-19 pandemic led to the lockdown of schools in many countries, forcing teachers and students to carry out educational activities remotely. In the case of mathematics, developing remote instruction based on both synchronous and asynchronous technological solutions has proven to be an extremely complex challenge. Specifically, this was the case in topics such as word problem solving, as this domain requires intensive supervision and feedback from the teacher. In this piece of research, we present an evaluation of how technology is employed in the teaching of mathematics, with particular relevance to learning during the pandemic. For that purpose, we conducted a systematic review, revealing the almost complete absence of experiments in which the use of technology is not mediated by the teacher. These results reflect a pessimistic vision within the field of mathematics education about the possibilities of learning when the student uses technology autonomously. Bringing good outcomes out of a bad situation, the pandemic crisis may represent a turning point from which to start directing the research gaze towards technological environments such as those mediated by artificial intelligence. As an example, we provide a study illustrating to what extent intelligent tutoring systems can be cost-effective compared to one-to-one human tutoring and mathematic learning-oriented solutions for intensive supervision in the teaching of word problem solving, especially appropriate for remote settings. Despite the potential of these technologies, the experience also showed that student socioeconomic level was a determining factor in the participation rate with an intelligent tutoring system, regardless of whether or not the administration guaranteed students' access to technological resources during the COVID-19 situation.
新冠疫情导致许多国家的学校封锁，迫使教师和学生远程开展教育活动。就数学而言，基于同步和异步技术解决方案开发远程教学已被证明是一项极其复杂的挑战。具体来说，在解决文字问题等主题方面就是如此，因为这一领域需要教师的密切监督和反馈。在这项研究中，我们对数学教学中技术的应用方式进行了评估，尤其关注疫情期间的学习情况。为此，我们进行了一项系统综述，发现几乎完全没有技术使用不受教师介导的实验。这些结果反映出数学教育领域对学生自主使用技术时的学习可能性持悲观态度。从糟糕的情况中带来好的结果，疫情危机可能代表着一个转折点，从此开始将研究目光转向由人工智能介导的技术环境等。例如，我们提供了一项研究，说明在解决文字问题的教学中，智能辅导系统与一对一的人工辅导以及面向数学学习的强化监督解决方案相比，在成本效益方面能达到何种程度，这尤其适用于远程教学环境。尽管这些技术有潜力，但经验也表明，学生的社会经济水平是其参与智能辅导系统的一个决定性因素，无论在新冠疫情期间管理部门是否保证学生能够获得技术资源。
