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Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods

Author

Listed:
  • Jayaluxmi Naidoo

    (Mathematics & Computer Science Education, School of Education, College of Humanities, University of KwaZulu-Natal, Durban 4041, South Africa)

  • Sarasvathie Reddy

    (Education & Development Studies, School of Education, College of Humanities, University of KwaZulu-Natal, Durban 4041, South Africa)

Abstract

Higher Education Institutions have adopted technology-based teaching methods to prevent the spreading of the contagious coronavirus (COVID-19). In the Fourth Industrial Revolution (4IR) era, technology-based teaching methods are indispensable for scaffolding teaching, learning and assessment. Mathematics is an important discipline in education, and provides a basis for problem solving, critical thinking and analytical skills, which is important to consider when focusing on sustainability. Thus, to add knowledge to the field about integrating technology-based teaching methods in mathematics, Higher Education environments during and post-COVID-19 need to be interrogated. This added knowledge is be valuable in the 4IR era post-COVID-19 for sustaining mathematics in Higher Education. This study explored participants’ experiences, views, implications and suggestions for technology-based teaching methods for mathematics. These participants (N = 45) were postgraduate students and mathematics school teachers at the research site in KwaZulu-Natal, South Africa. The research location for this qualitative study was a South African Higher Education Institution, and the study was conducted during the COVID-19 pandemic. The Community of Inquiry theoretical framework and the Substitution, Augmentation, Modification and Redefinition (SAMR) theoretical model guided this study. Participants were invited to two interactive online workshops. At these workshops, participants were introduced to different technology-based teaching methods. Then, they were invited to individual online interviews. The findings of this study suggest important experiences, views and suggestions for using technology-based teaching methods in Higher Education mathematics contexts in the 4IR era. These findings provide important implications and further research possibilities for embedding sustainable mathematics in Higher Education in the 4IR era, post-COVID-19.

Suggested Citation

  • Jayaluxmi Naidoo & Sarasvathie Reddy, 2023. "Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods," Sustainability, MDPI, vol. 15(12), pages 1-19, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9692-:d:1173010
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    References listed on IDEAS

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    1. Mohamed Sameer Hoosain & Babu Sena Paul & Seeram Ramakrishna, 2020. "The Impact of 4IR Digital Technologies and Circular Thinking on the United Nations Sustainable Development Goals," Sustainability, MDPI, vol. 12(23), pages 1-16, December.
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    5. Jorma Joutsenlahti & Päivi Perkkilä, 2019. "Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “ 2 3 ”?," Sustainability, MDPI, vol. 11(2), pages 1-15, January.
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    Cited by:

    1. Guangyu Xu & Peijie Jiang & Bin Xiong, 2024. "The Impact of Online Education on Gifted Mathematics Students from Different Family Backgrounds," Sustainability, MDPI, vol. 16(19), pages 1-24, September.
    2. Jin Su Jeong & David González-Gómez, 2024. "Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology," Sustainability, MDPI, vol. 16(2), pages 1-6, January.

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