Creation of a Teacher Support System for Technology-Enhanced Accelerated Learning of Math in Schools

• Published in: Computer Supported Education Vol. 1624; pp. 189 - 211
• Main Author: Cunska, Aija
• Format: Book Chapter
• Language: English
• Published: Switzerland Springer International Publishing AG 2022; Springer International Publishing
• Series: Communications in Computer and Information Science
• Subjects: Accelerated learning of mathematics; AI4Math; Interdisciplinary approaches; Teacher support system; Technology-enhanced learning
• ISBN: 3031147553; 9783031147555
• ISSN: 1865-0929; 1865-0937
• DOI: 10.1007/978-3-031-14756-2_10

In this age of “high” technology and “cold” touch, the role of teachers is growing. Teachers develop and change students’ lives, paving the way for lifelong learning and career success. Remembering the knowledge and skills acquired at school, students continue to draw strength from the support and love provided by teachers. The influence of teachers is usually deep and lasting. Creative and purposeful teachers engage and influence students, families, other teachers, school leaders and local communities. Even when most students studied at home during the Covid-19 pandemic, the issue of the quality of education remained the responsibility of teachers. All teachers have the same intention to help their students achieve their goals and succeed. The work of teachers is responsible and full of great challenges, as their needs and conditions are dictated by the students, the school, the local government, the state and even emergencies. Surveys of students conducted in 2021 and interviews with Latvian teachers of mathematics in focus group interviews indicated critical problems and revealed a worrying picture in the acquisition of mathematics in general education schools during the last two years in connection with distance online learning. In focus group interviews, teachers indicated that, given the background of the Covid-19 pandemic, they needed significant support from both local governments and policy makers to maintain emotional balance affected by technological progress, and from academics and scientists to understand the conditions and modalities how to learn math smarter, faster and more efficiently in the future. This article seeks answers to the question: How can we support those who help shape the future? The article presents the results of student surveys and teacher focus group interviews. As a solution to the problem, a framework model developed in cooperation with math teachers is proposed, using design thinking approaches and techniques. The model will further help to create a support system for technology-enhanced accelerated learning of mathematics, as well as provide innovative character and promote strategic use for STEM industries.