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Jarrah 1  \n 0000-0002-8216-8848  \nKamar Fayez 2  \n 0000-0002-0717-0681  \nHanan Almarashdi 3*  \n 0000-0003-4571-6654  \nPatricia Fidalgo 1  \n 0000-0002-2620-9983  \n1 Emirates College for Advanced Education, Abu Dhabi, UAE  \n2 United Arab Emirates University, Al Ain, UAE  \n3 Al Ain University, Al Ain, UAE  \n* Corresponding author: [hanan.marashdeh@gmail.com](hanan.marashdeh@gmail.com)  \nCitation: Jarrah, A. M., Fayez, K., Almarashdi, H., & Fidalgo, P. (2024) . Enhancing mathematics education in the UAE: Elementary teachers’ views on distance education methods. Contemporary Educational Technology, 16(3), ep516 .  \n[https://doi.org/10.30935/cedtech/14714](https://doi.org/10.30935/cedtech/14714)  \nARTICLE INFO ABSTRACT  \n\n| Received: 16 Feb 2024\u003Cbr>Accepted: 19 May 2024 | The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers’ perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to primary teachers in the UAE during the spring semester of 2020-2021. The results show teachers’ readiness to adopt digital technology in teaching against increased workload. Difficulties emerged in optimizing student performance in online environments. While the institution supports digital integration, teachers prefer traditional in-person classroom instruction. Therefore, the research would inform some educational systems and curriculum planning worldwide on the best way to integrate digital technology within elementary mathematics education. The study aims to close the gap in mathematics education within a digital context to solve the emerging educational demands.\u003Cbr>Keywords: distance education, elementary education, information and communication technology, mathematics education, United Arab Emirates |\n| --- | --- |\n| INTRODUCTION |  |\n\nTechnology develops daily and is reflected in our society and our lives, specifically in education (HinojoLucena et al., 2018) . The educational system experiences a profound impact from information and communication technology (ICT), significantly influencing progress in the learning and teaching stages (Garrote Rojas et al., 2018) . Using ICT can potentially transform both the classroom and the teaching process in schools, granting students and teachers access to a wealth of information across diverse locations and modalities (Salleh et al., 2019) .  \nIn March 2019, prompted by the pandemic, educational institutions in the UAE transitioned from conventional face-to-face classes to distance education (DE) . Teaching practices using ICT have been welldocumented in the past decades. However, this was no longer an option due to the pandemic, as all teachers had to shift their teaching mode and teach their subjects online. Before the pandemic, the application of digital technology in mathematics classrooms was noted for its inconsistency in quantity, quality, and  \neffectiveness (OECD, 2015) . The education crisis brought about by the pandemic has compelled educators to embrace a diverse range of digital technologies as a primary resource for learning and teaching, irrespective of their pre-existing beliefs and practices concerning technology integration. However, this sudden and forced change may be viewed as an opportunity for a considerable shift in how technology is used by mathematic educators in future online, face-to-face, and/or blended classrooms (Attard & Holmes, 2020) . Even though the use of digital technology for education is viewed as imperative by some, there are still several questions regarding when and how digital technology ought to be used and whe","cbCaiqSQONvIg2Mx","https://ap.wps.com/l/cbCaiqSQONvIg2Mx","pdf",333347,13,"English","# ABSTRACT\n# INTRODUCTION\n# Research Questions\n# LITERATURE REVIEW\n## Teaching Mathematics","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To examine elementary school teachers’ views on using distance education to teach mathematics in the UAE and to address emerging digital-context educational demands.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a quantitative approach with an online questionnaire administered to primary teachers in the UAE during the spring semester of 2020-2021.\"},{\"question\":\"What main challenges do teachers report with distance education for mathematics?\",\"answer\":\"Teachers report difficulties in optimizing student performance in online environments, despite readiness to adopt digital technology and institutional support.\"}]","Enhancing mathematics education in the UAE - Elementary teachers’ views on distance education methods | PDF",1792090568,33]