Challenges and Prospects in Teaching Mathematics in an Online Environment
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This study explores the challenges and emerging prospects associated with teaching and learning Mathematics in an online environment. Recognizing the shift in educational delivery modes, the re-searcher employed a narrative qualitative research design to gain the deeper insights into the lived experiences of both students and teachers. Purposive sampling technique was employed to select student conversational partners, while complete enumeration was used for selecting Mathematics teachers to capture a comprehensive view of their perspectives. Six semi-structured interview questions carefully aligned with the study’s statement of the problems, were clustered and analyzed using Collizzi’s methods of data analysis to extract themes and patterns. The discussion was grounded in Technological Pedagogical Content Knowledge (TPACK) framework, which provides a robust theoretical lens for examining the intersection of technology, pedagogy, and content knowledge. TPACK not only highlighted the key competencies required for effective online Mathematics instruction, but also illuminated the opportunities for professional growth and pedagogical innovation in digital environments. The study underscores the critical role of technological fluency and adaptive teaching strategies in addressing challenges such as student engagement, assessment, and content delivery. TPACK also facilitated advantages that built opportunities to develop teachers’ skills in particularly in teaching online. This theory is also a necessary tool in coping with the challenges in teaching and learning Mathematics online. Consequently, the researchers advocate for targeted support from school leaders and policy-makers through structured initiatives and professional development programs aimed at enhancing the effectiveness and sustainability of online Mathematics education.
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