Learning Mathematics from Home during COVID-19: Insights from Two Inquiry-Focussed Primary Schools

Autor/inn/en	Kalogeropoulos, Penelope; Roche, Anne; Russo, James; Vats, Sapna; Russo, Toby
Titel	Learning Mathematics from Home during COVID-19: Insights from Two Inquiry-Focussed Primary Schools
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 5, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	COVID-19; Pandemics; Elementary School Teachers; Elementary School Students; School Closing; Online Courses; Distance Education; Educational Technology; Technology Uses in Education; Mathematics Instruction; Student Motivation; Learner Engagement; Teaching Methods; Inquiry; Teacher Attitudes; Student Attitudes; Foreign Countries; Barriers; Planning; Program Implementation; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Ausland; Ablaufplanung; Planungsprozess; Schulnote; Studentische Bewertung; Australien
Abstract	In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01