Online teaching of university mathematics in multicultural South Africa: a community of practice perspective
Authors
- Sudan Hansraj, Rituparno Goswami, Anesh Maharaj, Gareth Amery, Raushan Quadir, Keshlan Govinder, Oluwatosin Temitope Mewomo
Keywords:
University Mathematics Teaching; Online Teaching; Digital Classroom; Content Delivery Strategies; Assessment of Online Pedagogy,Abstract
The shift from traditional classroom teaching to the online modality, catalyzed by the SARSCovid-19 pandemic, necessitated a forced transformation in pedagogy. In fact the entire didactical foundations of mathematics teaching were shaken at all levels. We analyze these effects qualitatively in a range of introductory, intermediate-level and senior level university mathematics courses. The sample consisted of mathematics students from the University of KwaZulu-Natal, South Africa. The new content delivery approach is briefly considered and then assessment and evaluation implications are evaluated. It emerged that lecturers favoured a return to standard teaching for novice students, a hybrid form of presentation in the intermediate phase and a possible complete online delivery mode for mature students. The success of all of these approaches is contingent on ensuring the integrity of assessment processes. The ramifications of these proposals are also interrogated.
Downloads
Published
Issue
Section
License
So that authors and publisher may be protected from the consequences of unauthorized use of the contents published in IJME, we require, as a condition of publication, that authors assign us all rights, including subsidiary rights, to their work. This enables us to promote and distribute the contribution in professionally appropriate venues. Authors have nonexclusive license to use their work without charge and without further permission after it has been published by IJME, as long as the IJME publication is referenced.
