Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Hunter et al., 2022; Koh & Daniel, 2022; Suripah & Susanti, 2022). Careand empathy were particularly vital aspects of mathematics education during this difficult time (Koh & Daniel, 2022). Mathematics educators provided much support to students through various methods, such as flexibility in requirements, online office hours, and prompt feedback (Barrot & Acomular, 2022; Doño & Mangila, 2022; Koh & Daniel, 2022). In fact, one study showed that interactions between educators and their students increased during the pandemic, supposedly because educators allowed more flexible online office hours and students did not have to physically travel to educators’ offices (Wester et al., 2021). Prompt feedback and positive reinforcement were also highly valued during the pandemic, as students gained motivation from the appreciation shown by their educators (Doño & Mangila, 2022). These methods allowed educators to ensure that students kept in pace and were comfortable with the classes (Barrot & Acomular, 2022; Koh & Daniel, 2022; Wester et al., 2021). Especially during difficult periods of transition, such supports can make students feel that their instructors sincerely care about their learning and may thus be more engaged in their learning. Educators also added personal touches to lessons, such as the injection of humor or the use of friendly and conversational tones to relay their care and empathy towards their students (Barnett & Cho, 2023; Barrot & Acomular, 2022; Koh & Daniel, 2022; McWatt, 2021; Menezes & Costa, 2020). As mathematics is often portrayed as a difficult and serious subject, mathematics educators believed that injecting humor is important to make the subject more appealing, improve teacher-student relationships, stimulate mathematical thinking and communication, and foster an overall positive learning environment (Menezes & Costa, 2020). The use of memes and emojis was particularly popular among educators in the online setting as it helped in making students feel more comfortable (Barrot & Acomular, 2022; Sum & Oancea, 2022). Educators also emphasized the value of sending light-hearted and encouraging messages with their students to establish the human connection and make up for the physical distance in online education (Barrot & Acomular, 2022; McWatt, 2021). Some students have expressed their appreciation towards educators who used up a small portion at the begin of each class to get to know their students and establish a personal bond with them (Barnett & Cho, 2023). With the burden of the pandemic beginning to ease in several areas, it is imperative that educators maintain the care, empathy, humor, and support given to their students as another potentially difficult period of transition and adjustment from fully online to face-to-face or hybrid classes isunderway. III. U se of T echnology in M athematics E ducation Mathematics is a subject that requires both creativity and critical thinking skills (Suripah & Susanti, 2022). Students must not only rely on rote memorization of mathematical laws and formulas but also think critically and creatively on how to apply them to solutions for mathematical problems. For this reason, teaching and learning mathematics can be difficult and tedious for many. The use of digital technologies in teaching mathematics, particularly those that offer interactive features, is one way to help students not only grasp the complex abstract concepts of mathematics but also activate their creativity and critical thinking (Ní Shé et al., 2023; Suripah & Susanti, 2022). In this way, students may be more motivated and engaged with the lessons. Educators who have adjusted well to the online setting have begun to appreciate the advantages of technological advancements. For instance, the use of websites with multimedia features was found to improve student motivation to learn mathematics (Suripah & Susanti, 2022). Multimedia websites offered not only interactive features for better student motivation and engagement but also simplicity and easier accessibility compared to complex learning platforms (Suripah & Susanti, 2022). Some educators also noted that the online classroom allowed for a more balanced dynamic, wherein students who previously did not participate in discussions within the physical classroom felt more at ease and shared their ideas more in the online classroom (Hunter et al., 2022). This comfort brought by online education wherein student status had a much lesser effect on how students behaved brought about each student’s individuality. Although Wester et al. (2021) have reported reduced overall student participation in online learning, it is possible that some students may find this setting more comfortable (Hunter et al., 2022). Moving forward, having the option of online education alongside face-to- face classes may be beneficial as an alternative for such students. Technologies specifically designed for mathematics education, such as GeoGebra, Desmos, and Mathematica were also listed as potential tools for improving student engagement (Albano et al., 2021; Ní Shé et al., 2023; Suripah & Susanti, 2022). GeoGebra provides various resources for mathematics across all levels, with features such as spreadsheets, interactive geometry, and computer algebra systems, among others (Pope, 2023). Similarly, Desmos offers digital classroom activities for all levels, as well as various tools including a graphing calculator, scientific calculator, and geometry tools, among others. Notably, these two applications are free to download, which also makes them a valuable tool for reducing the inequity in online education (Pope, 2023). As a testament to the © 2023 Global Journals Volume XXIII Issue VIII Version I 3 ( ) Global Journal of Human Social Science - Year 2023 G Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper