Abstract:

The article aims to propose an educational model on teaching mathematics in synchronized virtual classes in light of the tendency to use mathematical power in teaching mathematics. It also offers a background about mathematical power in teaching mathematics. The study used a theoretical approach to present a theoretical vision of teaching mathematics in virtual classes during the pandemic COVID-19. The purpose is to provide mathematics teachers with an instructions manual that presents the procedural and conceptual mathematics knowledge considering the standards of mathematical power processes of communication, correlation and reasoning in the virtual synchronized classes to develop student’s mathematics achievement and treat educational loss. The model includes a set of the following sequential steps: preliminary, teaching, lesson final tasks, and assessment. The model illustrates the roles of the teacher and the learner in every stage. The article provide proper technical supportive recommendations based on the model in light of the current teaching situation such as using educational videos before introducing the lesson (e.g. the flipped classroom), after teaching (e.g. reinforcement and correcting mistakes), in addition to using visual diagrams.
The researcher recommends scholars to conduct more evaluative studies on teaching mathematics in the current situations for teachers and students, to use a variety of research methodologies, and create research partnerships between researchers and practicing educators that consider teaching topics correlated with the current situation.

Keywords:

Mathematics, proposed model, synchronized virtual classes, mathematical power.