How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

• Ng, Davy Tsz Kit The University of Hong Kong
• Fang, Xiaoxuan The Education University of Hong Kong

Asian Journal for Mathematics Education, 2(3), 2023

SAGE Publications

2023

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Digital Literacy Web-conferencing Zoom Online Learning Primary Mathematics

• Hong Kong

• 1997.7 onwards

• Primary Education

• View Full Text 全文連結

During the COVID-19 pandemic, researchers faced challenges conducting data collection. However, emerging communication technologies, such as web-conferencing platforms, provided an alternative mode of data collection. Among these platforms, Zoom stands out for its functional affordances and unique features that support data collection methods, including screen-capturing, digital photography, drawing, polling, and artifact-based interviews, which attempt to reveal a child's viewpoint and ability. In this article, we explore the feasibility of using Zoom to conduct educational research by investigating the mathematical learning experience among 26 primary 1 and 2 students in Hong Kong on two topics—understanding time and addition and subtraction. Five mathematics teachers were recruited to participate in 2-month online workshops with assessments among three groups of students to understand the suitability for data collection. Based on teachers’ observations and students’ responses, our findings suggest that Zoom is a viable and effective tool for qualitative data collection. It offers a cost-effective method for researchers and educators to examine students’ mathematical performance in an online environment. We also investigate students’ perceptions of online assessment strategies, perceived usefulness of various Zoom functions, and explore the benefits and challenges teachers and students perceived throughout mathematical education using Zoom. However, several technical difficulties were encountered, such as the digital literacy gap and privacy concerns. Therefore, improving students’ digital literacy for remote learning and triangulation is important for online mathematical data collection and assessments. Copyright © 2023 The Author(s).

• English

Journal Articles

• 27527263

• 10.1177/27527263231188638

https://bibliography.lib.eduhk.hk/en/bibs/4053b168

2024-08-08