Radoslav Božić

Distance learning, which became necessary due to the COVID-19 pandemic, led to an increased need for online knowledge assessment. This resulted in the adoption of various multimedia LMS platforms, such as Moodle. The aim of this study was to examine the effectiveness of the Moodle platform as a tool for online student testing within the course Methodology of Teaching Mathematics 1. The sample consisted of 30 third-year students of the Faculty of Education in Bijeljina, enrolled in the Primary Education program, who attended the course Methodology of Teaching Mathematics 1 during the summer semester of the 2020/2021 academic year. Content analysis showed that 61% of the participants achieved a passing grade, which confirms that the use of the Moodle platform for distance learning yields positive results in online student assessment. This study contributes to the understanding of the role of multimedia LMS platforms in higher education and highlights the importance of pedagogically designed online activities for the development of future mathematics teachers' competencies.

In this paper, we describe the influence of the implementation of methodology for teaching and learning multiple integrals based on the constructivist approach and the interconnectedness of multiple representations (with an emphasis on dynamic representations) for different mathematical objects using GeoGebra’s applications Graphing Calculator and 3D Calculator. The empirical research was conducted at the University of Kragujevac, Serbia, with two groups (the experimental and the control groups) of second-year students. During the learning process of the experimental group, students created digital materials to visualize the domain of the integration for the concrete tasks, to set the integration bounds, to recognize in which situation they needed to introduce the switch of variables, and all that to solve double or triple integral problems. Students in the control group, on the other hand, didn't use technology of any kind, including the programs Graphing Calculator and 3D Calculator. The findings of the empirical study showed that students' use of these tools to create digital materials improved their academic achievement and their practical and theoretical knowledge of multiple integrals.

In this paper, we present the analysis of the students’ achievements in learning calculus in a dynamic software environment during the Covid19 crisis. Two groups of students, the experimental and the control one, were monitored. Blended learning was applied to the students in the experimental group, with the help of Microsoft Teams and dynamic software GeoGebra, in autumn 2020. All students in the control group learned in the classroom without using GeoGebra in 2019. The comparison between these two groups of first-year students, regarding their calculus test results, is described in this paper. It is interesting that the results of the experimental group were significantly better than the results of students in the control group, despite the fact that the students from the experimental group learned during the Covid19 crisis.

In this paper, the influence of collaborative learning of functions, algebraically represented as functions with parameters, in GeoGebra environment is analyzed. The research presented in this paper is the continuation of the research in Bozic and Takaci (2021), conducted at the University of Novi Sad, Serbia, with two groups of students, the experimental and the control one. The students in the experimental group learned in small, four member groups and the students in the control group learned individually. The students from both the groups learned in GeoGebra environment. The students’ learning achievements in examining properties of functions with parameters is analyzed and compared. It is proved that it is better when the students work in collaborative groups than when they learn individually.

Background: The Covid‐19 pandemic has created significant challenges for the global higher education community. Understanding of students' perception has important implications for the quality of the learning process, as it affects students' engagement in learning, helps educators rethink the principles of the learning design and further improve the developed programs.Objectives: Understanding of how rapid and necessary changes of learning caused by the pandemic are related to students' intrinsic motivation and awareness.Methods: There were 832 participants in this study. Quantitative and qualitative research methods employing relevant statistical techniques were used to research students' opinions regarding the distance learning process.Results and Conclusions: Our analysis showed that first‐year students were significantly less motivated during the learning process than older students, they saw distance learning as less valuable and less interesting than the others. Our research found several positive consequences of the pandemic: working according to students' own schedule in a relaxed environment, looking at the lecture again if necessary, feeling free to ask questions and communicate with teachers and saving travel time.Implications: Teachers should have more understanding for the first‐year students who are threatened when it comes to developing motivation to learn and help them cope with learning anxieties, encourage their self‐belief and give them extra support during the learning process.

In this paper the authors described the influence of the computer-based environment on students’ learning achievement of the multidimensional calculus, in particular double integrals. The research was conducted with the second year students at the University of Kragujevac, Serbia, with two groups of students: the experimental and the control one. During the learning process of the experimental group, the materials made in Wolfram Mathematica were used for visualization. Students from the experimental group used these materials in order to successfully solve their double integral tasks. In the control group, students did not use a computer. The students in both groups got the identical tasks in their learning process and for the exam. During the exam, the students from both groups were not allowed to use computers. The results of the students’ exam tasks were analyzed, with the emphasis on influence of visualization using computer environment, in determining the domain and integration bounds within solving double integrals. It was shown that the students from the experimental group had better results in all the exam tasks and that the software application for the visualization of multivariate functions contributed to better students’ achievements in determining the domain of integration and the integration bounds in order to solve double integrals.