Distance Mathematics Teaching and Academic Performance in Morocco

Authors

  • Salwa El Abbadi Faculty of Education Sciences, Mohammed V University, Rabat, Morocco
  • Moulay Ismail Hafidi Alaoui Faculty of Education Sciences, Mohammed V University, Rabat, Morocco

DOI:

https://doi.org/10.19173/irrodl.v24i3.7150

Keywords:

Mathématiques, technologie, enseignement à distance, apprentissage en ligne

Abstract

In this article, we discuss the academic performance and impact of distance teaching of mathematics in the Moroccan education system. This educational science research, based on exploratory thinking, aimed to show the impact and challenges of distance teaching of mathematics within the Moroccan education system through examining this fundamental question: How could school programs, pedagogical organization, and the performance of pupils and teachers in Morocco best address the challenges of distance teaching of mathematics? The answer is based on a qualitative analysis of the content of the documentation that frames the teaching-learning process and the evaluation of mathematics in Morocco and, on the other hand, on the projection of research hypotheses in the field through various strategies inspired by our research objectives.

Author Biographies

Salwa El Abbadi, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco

Salwa is a PhD student at Mohammed V University in Rabat, Morocco with doctoral training in learning, cognition, and technology, and a teacher of mathmatics at the college level in Marrakech, Morocco.

Moulay Ismail Hafidi Alaoui, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco

Doctor researcher Faculty of Education Sciences, Mohammed V University - Rabat, Morocco

References

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Published

2023-09-06

How to Cite

El Abbadi, S., & Hafidi Alaoui, M. I. (2023). Distance Mathematics Teaching and Academic Performance in Morocco. The International Review of Research in Open and Distributed Learning, 24(3), 234–249. https://doi.org/10.19173/irrodl.v24i3.7150

Issue

Vol. 24 No. 3 (2023)

Section

Notes From the Field

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