While the practice in higher education has begun
to reflect a much greater emphasis on active and, more
generally, experiential approaches to learning, mathematics
instruction, when set against these broader trends, still has some
distance to travel. Information and communication technologies
(ICTs), and computer algebra systems (CAS) in particular,
open up new possibilities for the teaching of mathematics,
providing dynamic and interactive approaches to the
representation of ideas that enable students to explore concepts
that, when presented in other guises, are well beyond their
capability. The implementation of hybrid learning models,
mixing traditional and digital pedagogies, raises major
challenges: from choosing the right software to requiring
complete teacher training. The COVID-19 pandemic strongly
accelerated online education by providing for large-scale usage
in learning management systems (LMS) such as MOODLE and
CooSpace. These platforms, however, have been instrumental in
keeping educational continuity; effective assessment strategies
within the online environment still lag. The potential of
integrating ICTs and CAS into mathematics education in
enhancing student learning outcomes exists but requires
surmounting technical, pedagogical, and logistical challenges.
The paper explores some of the methods relevant to such
questions as the roles of ICTs in experiential learning, the
efficacy of hybrid models of teaching, and the establishment of
frameworks for assessment online. Grounded in the critical
review of current practice and exploration of innovative
strategies, this research intends to have added to the discourse
on how best mathematics education can be optimized within the
digital age so that all students benefit from a comprehensive,
engaging, and effective learning experience.
