Lasma Markevica, Janis Dzerviniks


During the pandemic, digital technologies had a major impact on self-directed learning in mathematics. Without digital skills and self-directed learning, everyday learning is unthinkable, as learning in 2020 has largely taken place remotely. It is important for students to acquire these skills in order to learn fully and qualitatively at a distance. These acquired skills are and will be useful in full-time studies and later in life. Digital literacy allows the student to develop self-directed learning and self-directed learning develops digital literacy. Both of these skills are interrelated and help you learn math. The student's skills are greatly influenced by internal and external life factors, which unfortunately cannot be influenced by the educational institution. Thus, these negative factors also affect the student's motivation and discipline for learning and learning outcomes are low. The research analyzes the scientific literature and emphasizes the author's personal experience.


self-directed learning, mathematics, digital literacy, skills, motivation

Full Text:



Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8(03), 486. DOI:

Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of educational multimedia and hypermedia, 13(1), 93-106. Retrieved from

Herges, R.M., Duffied, S., Martin, W., & Wageman, J. (2017). Motivation and achievement of middle school mathematics students. The Mathematics Educator, 26(1). Retrieved from

Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1). DOI:

Lee, S. H. (2014). Digital literacy education for the development of digital literacy. International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(3), 29-43. DOI:

Lin, M.H., & Chen, H.G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564. DOI:

Malanchini, M., Engelhardt, L.E., Grotzinger, A.D., Harden, K.P., & Tucker-Drob, E.M. (2019). “Same but different”: Associations between multiple aspects of self-regulation, cognition, and academic abilities. Journal of Personality and Social Psychology, 117(6), 1164.DOI:

Ministru kabinets (2019). Noteikumi par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem. Rīga, 2019.gada 3.septembrī (prot. Nr. 37 21. §). Retrieved from

Niemi, H., Niu, S., Vivitsou, M., & Li, B. (2018). Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353. DOI:

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. DOI: 2017.00422

Rovers, S.F., Clarebout, G., Savelberg, H.H., de Bruin, A.B., & van Merriënboer, J.J. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1-19. DOI:

Soroko, N., & Mykhailenko, L. (2019). Teachers’digital competence development as an important factor for the creation and support of the steam-based educational environment. Studies in comparative education, 2, 47-58. DOI:

Spante, M., Hashemi, S.S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. DOI:

Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106(3), 799. DOI:

Weis, M., Heikamp, T., & Trommsdorff, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in psychology, 4, 442. DOI:

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5), 356-373. DOI:

Wrahatnolo, T. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering, Vol. 296, No. 1, 012036). DOI:

Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 1-18. DOI: 10.1186/s41239-017-0076-8

Zulkarnain, Z., Heleni, S., & Thahir, M. (2020, October). Digital literacy skills of math students through e-learning in COVID-19 era: a case study in Universitas Riau. Journal of Physics: Conference Series, Vol. 1663, No. 1, p. 012015). DOI:



  • There are currently no refbacks.

This journal is distributed with an international license:

Creative Commons Attribution 4.0 International License

Print ISSN 2661-5258

Online ISSN 2661-5266