THE IMPACT OF THE TEACHER ON ONLINE SECONDARY STUDENTS’ BELIEFS ABOUT MATHEMATICS

Abstract

Mathematics is the only universal language. Despite its concrete foundations, it is often associated with strong negative emotions. From an early age, children are taught how to count, measure, add, subtract, multiply, and divide in real-life contexts. With mathematics being integral to communication and foundational knowledge, why do some children develop math anxiety and math aversion? This mixed-methods study examines the mathematics self-confidence and likeability of 85 high school students within a Provincial Online Learning School in British Columbia, Canada. The Community of Inquiry (CoI) teaching presence instrument was utilized in conducting an online survey. The study’s results indicate that there is a perceived relationship between teacher impact and students’ beliefs about mathematics. Therefore, with the rise in the adoption of K-12 blended and online education in Canada, emphasis must be placed on incorporating a strong teaching presence into the design and delivery of online learning. This will ensure young learners are equipped and empowered for the world they will face. Recommendations are made to support mathematical knowledge development through optimal course design and best practices for teachers.

Keywords: Community of Inquiry (CoI), teaching presence, teacher presence, constructivism, blended learning, online learning, distance education