Abstract:

The LOVE.DIST@NCE project aims to promote distance learning and teaching in higher education in order to enhance inclusion of disadvantaged populations. The mathematical analysis course was planned and conducted as a pilot course at Levinsky College of Education. The aim of the course was to develop the students' mathematical thinking, skills, and knowledge of calculus, and to understand the meaning and importance of this topic for the study of mathematics and its uses in the world.

The course was planned according to the project’s core principles:
Universal design for learning (UDL) (Dell, et al., 2017) - the course was designed based on high levels of action and expression during synchronous and asynchronous activities. Content was presented via multiple means of representation, such as videos, images and illustrations. Engagement was promoted with online drilling and gaming using math applications (e.g DESMOS, GeoGebra, WebWork).

Formative assessment (Boston, 2002)- the students' progress was monitored by reports from the Moodle platform and online apps, and the students received ongoing feedback on their learning outcomes.

Social-emotional learning (SEL) (Jones & Doolittle, 2017) - from the beginning of the course, the students responded to a questionnaire about their learning preferences, received the lecturer's contact details for Q&A and for addressing personal needs, and used a discussion forum for interacting with peers.

The course population consisted of 20 ultra-orthodox working mothers aged 19-58. During the course, the lecturer’s reflections were documented. The analysis of these reflections raises challenges and suggestions for inclusion of disadvantaged population in distance learning of mathematical courses, namely two main challenges:

Finding a suitable place and time to learn – the course was conducted during the COVID19 pandemic, hence, the students were at home with their children, sometimes even sitting on their laps during the lessons. The students had many courses during the semester, most of them lacking the time needed for adequate learning processes.

There was a wide gap between the students’ previous math knowledge and current needs. For some of them, catching up was an impossible mission, hence, they needed adapted mathematical content in order to master the course’s topics.

The analysis led to recommendations for inclusive distance mathematics courses:
Academic programs for disadvantaged populations need to adopt a more holistic approach during the planning phase. The programs should consider the students' authentic context and balance between the course goals and demands.

To add content personalization (in addition to the pedagogical personalization), i.e., a variety in terms of math content in accordance to the target population and several math units and levels.

To present a learning unit that assists students in acquiring online academic learning skills.

Finally, participating in the Love.Dis@ance Erasmus+ project improved our teaching and helped us to explore and understand the cultural background of our students and plan more personalized courses and more means of engagement in order to enable and ensure success in our online courses for disadvantaged populations.

Keywords:

Distance learning, Disadvantaged population, Mathematics course.