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<p>In response to learning loss exacerbated by the COVID-19 pandemic, some schools have prioritised remedial teaching in mathematics. Online and blended learning approaches offer additional opportunities for students to catch up. This two-stage study therefore explored the development and use of open educational resources (OERs) to support online mathematics instruction. In Stage 1 (gap analysis), semi-structured interviews with 15 in-service secondary school mathematics teachers were conducted to identify key instructional challenges to the use of e-learning resources. The findings of this stage guided the subsequent development of OERs. Stage 2 (development and field testing) encompassed two phases. In Phase I, we focused on creating and refining the OERs using formative feedback on improvement from six experienced mathematics teachers. In Phase II, 13 students used the OERs for remedial learning. The results showed an improvement in the students’ mathematics achievement, as reflected in a significant increase in the post-test scores (median = 14.0) compared with the pre-test scores (median = 6.5), with a large effect size (<i>r</i> = 0.88). The study thus (1) offers insights into the development of high-quality OERs tailored to the needs of teachers and students and (2) informs the future training of pre-service mathematics teachers in creating OERs.</p>

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Addressing Learning Loss Through Online Mathematics Instruction: A Two-Stage Study on the Development and Use of Open Educational Resources

  • 期刊论文

  • 发表日期：

    2025年1月20日

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  • Ka Chun Seto,
  • Simin Xu,
  • Chung Kwan Lo

摘要

In response to learning loss exacerbated by the COVID-19 pandemic, some schools have prioritised remedial teaching in mathematics. Online and blended learning approaches offer additional opportunities for students to catch up. This two-stage study therefore explored the development and use of open educational resources (OERs) to support online mathematics instruction. In Stage 1 (gap analysis), semi-structured interviews with 15 in-service secondary school mathematics teachers were conducted to identify key instructional challenges to the use of e-learning resources. The findings of this stage guided the subsequent development of OERs. Stage 2 (development and field testing) encompassed two phases. In Phase I, we focused on creating and refining the OERs using formative feedback on improvement from six experienced mathematics teachers. In Phase II, 13 students used the OERs for remedial learning. The results showed an improvement in the students’ mathematics achievement, as reflected in a significant increase in the post-test scores (median = 14.0) compared with the pre-test scores (median = 6.5), with a large effect size (r = 0.88). The study thus (1) offers insights into the development of high-quality OERs tailored to the needs of teachers and students and (2) informs the future training of pre-service mathematics teachers in creating OERs.