Original Research
Prospective teachers’ cognitive engagement during virtual teaching in the time of COVID-19 using ICT: the case of GeoGebra and Desmos
Submitted: 17 March 2022 | Published: 04 November 2022
About the author(s)
Solomon A. Tesfamicael, Department of Teacher Education, Faculty of Social and Education Sciences, Norwegian University of Science and Technology, Trondheim, NorwayAbstract
This article focuses on teacher educators’ reflections on prospective teachers’ cognitive engagement in the teaching and learning of mathematics during the pandemic. Using three interacting aspects that can foster learners’ cognitive engagement as a lens, observations and reflections from two teacher educators and anonymous screenshots of students’ work were gathered and analysed by a mathematics teacher educator. The prospective teachers’ self-regulated learning, engagement in solving tasks, and participation in productive discourse were positively surprising, showing the cognitive presence of the learners during virtual teaching. The influence of digital platforms like Blackboard and digital tools like GeoGebra, Desmos, Padlet, Google Docs, Google Forms and Google Sheets in teaching helped us observe the learners’ cognitive engagement in real time.
Contribution: The GeoGebra Class function and the Desmos Teacher feature helped us to observe the prospective teachers’ cognitive engagement during the online teaching. However, continuously and rapidly creating digital content on said digital platforms can be demanding for educators.
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Crossref Citations
1. Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective
Chung Kwan Lo, Khe Foon Hew, Simin Xu, Yanjie Song, Gaowei Chen, Morris Siu‐Yung Jong
Journal of Computer Assisted Learning vol: 41 issue: 3 year: 2025
doi: 10.1111/jcal.70005