DEPLOYING VIRTUAL TECHNOLOGY IN MATHEMATICS INSTRUCTION DURING COVID-19 PANDEMIC: VOICES FROM NIGERIAN MATHEMATICS TEACHERS

Adeneye O. A.  AWOFALA; Putri Nur  MALASARI; Comfort O.  ADENIYI; Abisola O LAWANI; Uchenna N UDEANI

AWOFALA, Adeneye O. A. University of Lagos
MALASARI, Putri Nur Department of Mathematics Education, Institut Agama Islam Negeri Kudus, Indonesia
ADENIYI, Comfort O. University of Lagos
LAWANI, Abisola O Department of Mathematics, Tai Solarin University of Education, Ijagun, Ogun State
UDEANI, Uchenna N University of Lagos

Keywords: Virtual technology, mathematics instruction, COVID-19 pandemic, mathematics teachers, Nigeria

Abstract

This study investigated 12 senior secondary school mathematics teachers in Nigeria concerning their instruction practices with virtual technology during the COVID-19 pandemic. This qualitative research work involved the use of semi-structured interview questions and was pitched towards probing into the accessibility of virtual technology at home, (2) educators’ challenges in virtual mathematics instruction, (3) educators’ capability to acclimatize during virtual mathematics instruction and (4) educators’ experiences of deploying virtual technology in mathematics instruction. This study sheds light on the influence of compulsory variations in instruction that might have inferences on the digitalization of the teacher education profession in Nigeria. The interview scrutiny apprises that the mathematics teachers conveyed efforts in virtual instruction during the COVID-19 pandemic by utilizing technology through the challenges of digitally mutable periods. Mathematics teachers were mystified with elucidating mathematics instructions in depth during the virtual teaching and significantly identifying which learners have comprehended or not. However, the study showed that learning virtually is mainly a function of Internet connectivity as many mathematics teachers abruptly find their connection disrupted while instruction in mathematics is on. This study recommended that it is essential for mathematics teachers to be abreast of the latest internet-enabled technologies for effective and efficient online instruction in mathematics.