Date : June 5, 2020

Submitted by : Acejan L. Jadie, LPT

Master of Arts in Education – Mathematics Education
College of Education 
Submitted to : Maria Vanessa P. Lusung-Oyzon, PhD
Professor, EDFD 219

Journal Article :Hoyos, V., Navarro, M. E., Raggi, V. J., & Rodriguez, G. (2018). Challenges and
Opportunities in Distance and Hybrid Environments for Technology-Mediated Mathematics Teaching
and Learning. Distance Learning, E-Learning and Blended Learning in Mathematics Education
ICME-13 Monographs, 29–45. doi: 10.1007/978-3-319-90790-1_3

The purpose of this study was to investigate the possibility of synchronizing the conceptual and rigor aspects
of teaching mathematics using specific digital technology; the validity of knowledge gained by learners
through online activities; the suitability of technology-mediated instruction to foster reflective thinking among
math learners. It also tried to determine the relationship between learner’s mathematical achievement and the
design of the learning environment employing different and available digital tools. The researchers conducted
a thorough examination and discussion of diverse mathematical learning environment for four different
projects; two of them concentrating on teacher-made technology-mediated activities, and another two on
hybrid mathematics teaching and learning environments at secondary and college learners.

The major conclusion of the research was myriad of opportunities can be experienced by using a hybrid
environment for teaching and learning mathematics. It also cited new evidence that learners, having difficulty
coping with the subject, benefit from technology in learning math when properly utilized to create a
supportive teaching and learning environment. Though deprivation on social interaction affects cognition,
interactive content, and age-appropriate digital tools and devices will help balance learning. However, it was
also pointed out that having access to technology or other digital resources does not equate to achieving
mathematical content competence. Collaboration must be present between digital tools and the teacher
providing the necessary support towards reflective thinking.

Moving to an online learning approach will pose problems among mathematics teachers. We cannot deny the
potential benefits of these online platforms. However, having the demographics of the learners in the
Philippines in mind, most of them have a hard time grasping the content of the subject even in face-to-face
instruction. On the other hand, it is still good to know the present challenges and probable opportunities for an
online learning approach when it comes to teaching and learning mathematics. The results of this research are
encouraging and should be promulgated to somehow help our teachers to have an idea of how to maximize
technology to provide quality mathematics education without compromising the health of the learners due to
the pandemic. Other related work in the same field can be used to better map how the teaching-learning
process must transform. Further researches need to be done on the topics that involve a self-paced modular
approach which will help us reach out to those learners from the less fortunate sector, making education
accessible for all.