Abstract

The Coronavirus 2019 pandemic has brought about the need for prompt and dynamic changes in the educational system including the use of e-Learning Mathematics is a particularly abstract field of study that may be difficult to teach through e-Learning Psychosocial factors pandemic may further challenge educators and students in mathematics e-Learning during the pandemic This systematic review aims to explore the transitional experiences of postsecondary educators and students in mathematics e-Learning during the Coronavirus 2019 pandemic Nine articles met the criteria and were included for synthesis Findings revealed that the most utilized and preferred technologies were Google Classroom Moodle and WhatsApp Changes in educators practices included increased hours spent on teaching preparation and tasks reduced use of gestures sending notes prior to lessons and reduced student interactions Advantages of mathematics e-Learning perceived by educators included improvements in student involvement lesson planning teaching style and comfort in technologies Major challenges perceived by educators were reduced student interactions lack of special software for mathematics difficulty monitoring student progress and difficulty with testing