Mathematical Learning Transformation through Cybergogy Approach towards Future Ready Curriculum

Abstract

In parallel with the Future Ready Curriculum (FRC) framework, a new teaching and learning pedagogy concept in education has been created, known as cybergogy. However, there are still no cybergogy criteria which can be used as a basis in implementing mathematical teaching and learning at higher education level using the cybergogy approach. Thus, this study aims to generate the criteria of cybergogy approach for mathematical teaching and learning at higher education level. For this approach, the themes and its' characteristics will be determined to inform the mathematics educators the ways to implement the cybergogy approach in class. The intensive and rigorous literature review were done for analysing teaching and learning models from the theoretical, model or conceptual aspects, several education policy documents that are related to teaching and learning at higher institution as well as best practices in an effective learning environments both at national and international level and in mathematics education field. The literature on aspect of the cybergogy approach was also reviewed. Findings of the study revealed that several themes have been identified, and for each theme there are several items that are described in detail for guidance. There are three interdependent themes with 39 items namely the cognitive, emotive and social themes related to the cybergogy approach have been generated. These inputs on themes and items of the cybergogy approach may promote the mathematical learning transformation in this era and contribute to FRC paradigm.