Problems and solutions of acquiring mathematical knowledge at university during COVID-19 crisis

Abstract

Innovation is needed for the 21st century education around the world. Nowadays, traditional classroom teaching methods, in which the learners passively participate and the teacher controls everything, are no longer relevant. The impact of information and technological change is also visible in the field of education. The meaning of such concepts as education, teachers, learner, learning process is changing. Therefore, it is necessary to diversify learning models. Key components such as face-to-face teaching, effective learning strategies, and the use of learning technologies are common to all practices. Given today's needs and the profile of 'learners', it is obvious that different teaching methods are needed than traditional ones. This is the time of digital students, and if teachers want to teach the younger generation, they should redesign their methods and materials according to the learning style of the learners. This article was designed to assess the impact of COVID 19 on learning through surveys, gathering the views of students and teachers at the Latvia University of Life Sciences and Technologies. The pandemic significantly increased the introduction of distance learning in all areas of training, both at schools and universities. The important point was that this transition took place instantly and a large number of students and teachers were not ready for it. It was seen that the quality of knowledge of a large number of students decreased, because in this situation the usual comfort zone changed. Isolation, the need to plan one's own time, individual work, lack of counselling, etc. played a role. These issues came to the fore among those students whose level of secondary school preparation was insufficient for the requirements of higher education.