Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 14

generation in terms of mental health (Ludwig, 2021). Such psychosocial factors may serve as additional burdens that can impact the transitional experiences of both learners and educators to e-Learning during the Covid-19 pandemic. Mathematics is a subject of particular interest for the topic of e-Learning. Cassibba et al. (2021) purported that mathematics was a highly abstract field of study that involved a great deal of cognitive metaphors so that learners could objectify and understand mathematical topics with what they already know. As such, the use of gestures and body language was purported to be useful in helping learners to visualize the mathematical objects (Cassibba et al., 2021). Mathematics is also known for its use of specific language and symbols, which should be supported in e-Learning platforms (Ahn & Edwin, 2018). Additionally, mathematics may best be taught synchronously to allow for practice (Nsengimana et al., 2021). Collaboration was also cited as a valuable factor for mathematics education to allow learners to work together on solutions for mathematical problems (Naidoo, 2020). The aspects of practice and collaboration, however, may be more restricted in e- Learning (Naidoo, 2020; Nsengimana et al., 2021). Although various software have been developed specifically for mathematics e-Learning, use of such software in practice remains scarce because of the difficulties in setting them up and usingthem, in addition to the high costs associated with them (Ahn & Edwin, 2018). Mathematics education may thus need considerable adjustment from traditional face-to-face learning to e- Learning. A synthesis of the evidence on the current state of postsecondary mathematics e- Learning may be valuable to determine possible gaps and challenges that could be addressed or improved upon for better transitional experiences of educators and students. To address the issues presented regarding mathematics education in e-Learning during the Covid- 19 pandemic, this systematic review involved the consolidation of the available data on educators’ and learners’ experiences. The main research question for this review is: What are the transitional experiences of postsecondary educators and students in mathematics e-Learning during the Covid-19 pandemic? This is divided further into four sub-research questions: RQ1: Which technologies were frequently utilized for postsecondary mathematics e- Learning during the Covid-19 pandemic? RQ2: What were the changes in educators’ practices of teaching postsecondarymathematics during the Covid- 19 pandemic? RQ3: How did postsecondary educators perceive mathematics e-Learning during theCovid-19 pandemic? RQ4: How did postsecondary students perceive mathematics e-Learning during theCovid-19 pandemic? II. M ethod Systematic reviews are used to collate evidence regarding specific questions with a search strategy that is explicit, systematic, and replicable (Gough et al., 2017). The use of clearlydefined inclusion and exclusion criteria is vital for the search strategy. The resulting studies from the search are coded and synthesized to arrive at findings that address the research questions, highlight gaps and inconsistencies on existing evidence, and serve as potential guides for practice(Gough et al., 2017). For this systematic review, nine articles regarding the topic of transitional experiences in postsecondary mathematics e-Learning were mapped. a) Search Strategy The inclusion criteria for this systematic review were peer-reviewed studies that were published in the English language and involved postsecondary mathematics education during the Covid-19 pandemic, with the sample of postsecondary educators, students, or both. As the Covid-19 pandemic began in December of 2019, the search was limited to articles published in 2020 and 2021. Exclusion criteria were articles that had no full text available, not relevant to thetopic, and those in the forms of systematic reviews, meta-analyses, letters to the Editor, commentaries, or theoretical articles. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement (Page et al., 2021), a search was conducted on September 2021 using four databases: ERIC, Google Scholar, JSTOR, and MDPI, resulting in an initial number of 26,497 records identified (see Figure 1). Search terms utilized are also presented in Table 1. © 2021 Global Journals Volume XXI Issue XIV Version I 2 ( G ) Global Journal of Human Social Science - Year 2021 Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review to be the loneliest and most negatively affected