1. INTRODUCTION
All teaching procedures centred around three pivotal factors: the students, the teacher, and the subject.
Out of these three factors, the teacher is the medium of communication between the
Pandemic has brought out drastic necessities in paradigms and operations to meet with the changing
demands. Teachers of all levels were trying to adjust with the new normal. However, it is interesting to
note that during the pandemic period, prospective teachers insisted on adopting “online mode”
teaching to cope up with the existing practice. Here the important question raises: what is effectiveness
output of online teaching and learning? Since it is a very new experience for prospective teachers, the
effectiveness of online mode of teaching and learning needs to be considered as an important study to
improve to prospective teachers who teach and learn very fundamental
subjects, like Mathematics.
Thus, “online mode” needs to be considered as a fourth important factor in addition to the above
mentioned three facts; because of the new experience of handling classes by the prospective teacher
without any prior knowledge and experience or training; as well as the learning experience gained by the
students.
Online Mathematics teaching and learning, how much time should be allotted for mathematical
education for helping them gain higher level competency and accuracy in basic computational
procedural skills need to be strictly evaluated. Similarly, how much time needs
learning higher order skills such as problem solving, problem presentation, solving complex problems,
and transforming mathematical knowledge and skills to problems in non-mathematical disciplines is
also to be considered. Mathematics as a subject is difficult to learn through online medium.
Mathematics contains a number of concepts which require interaction, continuous support, monitoring
from the teacher. These aspects were lacking in the online mode of
teaching and learning. In the
learning process the prospective teachers faced general problems such as lack of internet facility,
problems with the learner's understanding level, problems with the absence of mind and less student-
teacher interaction and they are losing the learning capacity
In March 2020, the COVID-19 pandemic forced many countries to close schools and
help students continue learning, a common policy evolved was to provide instructions in the online
context. Online teaching and learning are an unprecedented experience for most teachers and students;
consequently, they have a limited
experience with it. Mathematics is a subject which needs a lot of
illustration for its effectiveness in the teaching and learning context. Hence it is interesting to analyse
how mathematics teaching and learning customised to suit with the change in paradigm. In this
context, this paper, tried to understand the varied problems and perspectives of online Mathematics
Teaching and learning among Prospective Teachers During the Pandemic as perceived by the
prospective teachers at secondary level
2. EMPIRICS AND LEARNING FROM LITERATURE
Substantive number of studies were done concerning problems faced by online mathematics teaching
and learning in various forms by many researchers. However, only a few have come up with the form
and pattern required for this study. Nevertheless, a review of the studies shown-below has thrown
some light on the fact that problems faced by online mathematics teaching and learning are more or
less related and dependent on each other.
The first reported work on the impact of online teaching and learning is by Li (2003) provides the
information which can be useful in implementing rational changes to mathematics teacher education.
The data analysis is concentrated on three areas: the math phobia issue, the equity issue and teachers'
beliefs about the instructional use of technology.
https://doi.org/10.17993/3cemp.2022.110250.153-162
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3C Empresa. Investigación y pensamiento crítico. ISSN: 2254-3376
Ed. 50 Vol. 11 N.º 2 August - December 2022