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

usefulness of such technologies, an Italian mathematics educator shared how they utilized the Mathematica software to clearly write out mathematical procedures without using a graphic tablet (Albano et al., 2021). Such tools have been found to be beneficial for their pragmatic efficiencies in expediting computations and their epistemic value in strengthening students’ mathematical understanding (Ní Shé et al., 2023). As more and more technologies for mathematics education continue to be developed, educators havemore options to be creative with their lessons and explore various technological features whether online or in the physical classroom. With the plethora of tools and software used in online education, students may be vulnerable to e- learning fatigue or the extent to which students become overloaded from being continuously immersed in technology (Reed, 2022). During the pandemic, students were unable to leave their homes, explore campus environments, or participate in outdoor activities. Instead, they spent most of their time in front of computer screens or tablets, which could then lead to e- learning fatigue. Based on a survey of 50 students from Historically Black Colleges/Universities (HBCU), students experienced various levels of e-learning fatigue during the COVID-19 pandemic, which then led to moderate to extreme stress and anxiety (Reed, 2022). In particular, the use of multiple learning platforms at the same time was purported to lead to digital fatigue in students (Sarangal & Nargotra, 2022). Students may have felt confused and overwhelmed with the constant switching between different online learning platforms, leading to their digital or e- learning fatigue. As useful as these digital tools can be, it is important for educators to find the right balance and consistency to avoid students’ feelings of saturation or being overloaded with technology use. The chat function of online media was further noted as a useful tool for online mathematics education as it allowed educators to not only provide support for their students in a comfortable manner, but also to obtain their feedback regarding the lessons (Barrot & Acomular,2022; Brunetto et al., 2022). The use of social media for online education was cited as a more student- centric way to reach students during the COVID 19 pandemic shutdown (Barrot & Acomular, 2022; Sum & Oancea, 2022). Student engagement was purported to be better in social media platforms compared to other learning systems as students regularly checked their notifications in social media outside of educational purposes (Barrot & Acomular, 2022; Sum & Oancea, 2022). Educators used social media to “go where students are, and not wait for students to come to where they are” (Sum & Oancea, 2022, p. 17). Some social media platforms even offered free data availability for better access to chat functions, which educators found to be useful especially for students with limited resources or poor internet connectivity (Barrot & Acomular, 2022). Other tools that higher education teachers used for improving student engagement in the online setting included online polling and breakout room discussions (Koh &Daniel, 2022). With these strategies and practices, mathematics educators appeared to have found comfort in the online setting for mathematics education. The next question thus arises from the current evidence: How do mathematics educators maintain or enhance student engagement and motivation with or without the help of digital technology upon transitioning to face-to-face or hybrid classes in the post-pandemic era? IV. C urrent R esearch G ap The post-COVID 19 era is a whole new period that includes a reintroduction of the pre- COVID 19 practices and the lessons learned from the COVID 19 educational shutdown. It is an era brimming with possibilities of new strategies, practices, and educational paradigms that educators may utilize to enhance higher education (Hunter et al., 2022). As institutions have begun to reintroduce face-to-face classes or shift to hybrid classes, there is a need to re- examine the approaches, strategies, and practices that have best served mathematics educators during the pandemic, and how they may be sustained or improved (Albano et al., 2021; Brunetto et al., 2022; Hunter et al., 2022). Some mathematics educators in previous studies have expressed their desire to continue the strong working relationships and use of educational technologies that they have established in the online classroom during the pandemic as they transition back to the face-to-face or hybrid settings (Brunetto et al., 2022; Hunter et al., 2022; Sum & Oancea, 2022). Others have considered the pandemic as an opportunity to re- evaluate mathematics education and improve upon their practice (Albano et al., 2021). Some have actually found the situation to be liberating, as it gave them room to develop and apply new educational strategies and practices away from tradition (Albano et al., 2021). With the different insights, reflections, and plans of mathematics educators from the COVID 19 educational shutdown, the gap in the literature now lies aheadwith how or if mathematics higher education will evolve come the post-pandemic era. In a multinational survey of mathematics educators, participants highlighted the need for more research on how to teach mathematics in an engaging way (Bakker et al., 2021). More than the cognitive element of mathematics education, the educators expressed the need for educational approaches that can empower students, develop their identities, and allow them to appreciate the value of mathematics in their daily lives (Bakker et al., 2021). As we are entering Volume XXIII Issue VIII Version I 4 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper