#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

Autor/inn/en	Harper, Frances K.; Rosenberg, Joshua M.; Comperry, Sara; Howell, Kay; Womble, Sierra
Titel	#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents
Quelle	In: Education Sciences, 11 (2021), Artikel 60 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Harper, Frances K.) ORCID (Rosenberg, Joshua M.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	COVID-19; Pandemics; Parents; Social Support Groups; School Closing; Coping; Online Courses; Distance Education; Parent Participation; Parents as Teachers; Parent Attitudes; Educational Resources; Parent Teacher Cooperation; Mathematics Education; Social Capital; Human Capital; Educational Needs; Individual Characteristics; Telecommunications + Suchen Sie Ihr Suchwort? Eltern; Social support; Soziale Unterstützung; School closings; Schule; Schließung; Schließung (von Schulen); Bewältigung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Elternmitwirkung; Elternverhalten; Bildungsmittel; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Mathematische Bildung; Sozialkapital; Humankapital; Educational need; Bildungsbedarf; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Telekommunikationstechnik
Abstract	During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children's teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01