2026-05-05T18:40:28Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/598132023-06-12T19:00:22Zcom_10324_1145com_10324_931com_10324_894col_10324_1254

00925njm 22002777a 4500 dc Marbán Prieto, José María author Radwan, Eqbal author Radwan, Afnan author Radwan, Walaa author 2021 During the outbreak of the COVID-19 pandemic, digital learning has reshaped mathematics education in different ways. In particular, different social media platforms have acquired an unforeseen prominence as a way to enhance mathematics learning and to model somehow the face-to-face classroom interactions abruptly interrupted. How primary and secondary students have reacted or responded to these changes in the initial learning conditions is the main aim of this study. With this purpose in mind data was collected from 3179 students from the Gaza Strip by means of a validated rating scale and then a cluster analysis approach was applied that revealed the existence of three clusters. K-means cluster analysis was applied to analyze data as an exploratory approach to identify structures within the data. Also, chi-square was applied to identify differences between the clusters with regard to demographic characteristics. Regarding the grouping of participants in clusters the analysis performed lead to the identification of three clusters: Cluster 1, 2 and 3 had 2001, 824 and 354 cases, respectively. These clusters were grouped depending on employ social media platforms used by the students to reinforcement their mathematics learning. Participants in Cluster 3 exhibited the highest proficiency in the usage of social media for mathematics learning as compared to those in Cluster 1 and Cluster 2. This means that students in cluster 1 are more likely to exhibit negative attitudes and low levels in the skills related to using digital technology and the employment of social media in mathematics learning. The results showed that there were no significant differences between cluster-groups with regard to gender, age, and type of school. In contrast, significant differences were found among the three clusters with regards to the educational level of parents and the economic status of the family. However, the overall results show that digital learning is considered a positive response to the school closure in the time of the COVID-19 outbreak. Mathematics, 2021, Vol. 9, Nº. 2, 110 2227-7390 https://uvadoc.uva.es/handle/10324/59813 10.3390/math9020110 110 2 Mathematics 9 2227-7390 COVID-19 Technology and Digital Education Tecnología educativa Enseñanza asistida por ordenador Social media Redes sociales Mathematics - Study and teaching Mathematics Education Matemáticas - Estudio y enseñanza Palestina Primary and secondary students’ usage of digital platforms for mathematics learning during the COVID-19 outbreak: The case of the Gaza strip