I will keep the windows closed So that the police hour won’t sneak inside, But especially because I don’t want the dread to set in. I’m Emergent! I cannot go out, I’d infect the virus with humans. Why should I venture out When I have a phobia of outdoors, Of wide and endless, When I have a fear of Nature – There’s grass, and dandeLions, sparrows and rooks. If I am wrong and I venture out, I’d be run over by polluted air. I will upholster the window with mosaics So that my sense of guilt doesn’t creep out. What am I to do outside, Where the silence of million rejected sleeves of dignity latches on. The hell am I to do outside, When I’m told I’m not for the inside as well, But, there, for a breath, for just a few more days!
Because the inside is – out, And the outside is – in.
MY CONCLUSIONS ABOUT LEARNING MATHEMATICS IN THE DIGITAL ENVIRONMENT AFTER THE PANDEMIC
I am a lecturer at Raicho Karolev High School of Gabrovo, and a student
at the University of Ruse, majoring in Methodology of Teaching Mathematics, and
doing the part-time form of education.
Covid-19 led to synchronous and asynchronous learning in a digital
environment at the University through the BigBlueButton (BBB) platform, and in
our school through “Teams” of Microsoft, provided by the Ministry of
Education and Science.
The University introduced distance learning very quickly, because the
lecturers had already developed systems of files with teaching materials. In
school, this process was slower because teachers had to prepare new
presentation materials and students had to get hold of good computer equipment
and quality Internet connection.
Very often in the classes, the discussions on the topics were
transferred to the epidemic situation, because we were all worried about our
health and that of our relatives.
After the pandemic, as a future math teacher, I rethought the teaching
and learning of math and formulated some conclusions about teaching math in my
1) Any environment like Covid-19 is detrimental to the learning process.
2) Teaching mathematics in a digital environment should be attractive so
as not to focus the discussion on current problems, but on solving mathematical
3) Since mathematics is learned not only by watching, but also by
writing, the virtual whiteboard is an opportunity to increase the activity of
the students and the attractiveness of learning.
4) The use of multimedia presentations to illustrate the learning
material by sharing the screen proved to be a winning strategy during the
teaching of mathematics under the conditions of Covid-19.
5) The possibilities for creating dynamic drawings and for easy drawing
using specialized software can be provided with GeoGebra.
I think these months have shown me that we can work in a digital
environment, even in the times of a pandemic. Now is the time to look for and
create new teaching aids, methods and forms of teaching and learning
I hope to be able to put these views into
practice and be a successful math teacher.
This project has received funding from the Staatsministerium Baden-Württemberg and the City of Ulm. This website was funded by BMFSJ.
Design and implementation by Arivum.
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