Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools
More details
Hide details
Monash University, AUSTRALIA
Wooranna Park Primary School, AUSTRALIA
Spensley Street Primary School, AUSTRALIA
Publication date: 2021-04-14
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1957
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.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18.
Angus, M., McDonald, T., Ormond, C., Rybarcyk, R., Taylor, A., & Winterton, A. (2009). Trajectories of classroom behaviour and academic progress: A study of engagement. Edith Cowan University.
Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement and student motivation. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 315-342). Springer.
Bishop, A. J., & Kalogeropoulos, P. (2015). (Dis)engagement and exclusion in mathematics classrooms—Values, labelling and stereotyping. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education (pp. 193-217). Springer.
Blackburn, B. R. (2020). Rigor in the Remote Learning Classroom: Instructional Tips and Strategies. Routledge.
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). National academy press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging Students to Persist When Working on Challenging Tasks: Some Insights from Teachers. Australian Mathematics Teacher, 70(1), 3-11.
Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(10), 2-33.
Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review prepared by the National Centre for Student Equity in Higher Education, Curtin University, Australia.
Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children. The Reggio Emilia Approach- Advanced reflections (2nd ed.). JAI Press.
Fielding-Wells, J., & Makar, K. (2008). Student (dis)engagement in mathematics. In Paper presented at the Annual Conference of the Australian Association for Research in Education, Brisbane, Australia.
Fielding-Wells, J., O’Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254.
Finkel, A. (2020). Learning outcomes online vs inclass education. Rapid Research Information Forum.
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer.
Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Professional Learning.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Hall, K., Horgan, M., Ridgway, A., Murphy, R., Cunneen, M., & Cunningham, D. (2010). Loris Malaguzzi and the Reggio Emilia experience. Continuum International Publishing Group.
Hamilton, L. S., Kaufman, J. H., & Diliberti, M. (2020). Teaching and leading through a pandemic: key findings from the American Educator Panels Spring 2020 COVID-19 Surveys. Rand Corporation.
Hancock, K. J., & Zubrick, S. R. (2015). Children and young people at risk of disengagement from school: Literature review. Commissioner for children and young people, University of Western Australia.
Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21.
Makar, K., & Fielding-Wells, J. (2018). Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics. Mathematics Education Research Journal, 30(1), 53-63.
Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM, 47(7), 1107-1120.
Reich, J., Buttimer, C. J., Coleman, D., Colwell, R., Faruqi, F., & Larke, L. R. (2020, July). What’s lost, what’s left, what’s next: Lessons learned from the lived experiences of teachers during the pandemic.
Russo, J. A., & Russo, T. (2019). Teacher interest-led inquiry: unlocking teacher passion to enhance student learning experiences in primary mathematics. International Electronic Journal of Mathematics Education, 14(3), 701-717.
Russo, J., & Hopkins, S. (2017). Student reflections on learning with challenging tasks: ‘I think the worksheets were just for practice, and the challenges were for maths’. Mathematics Education Research Journal, 29(3), 283-311.
Russo, J., & Minas, M. (2020). Student Attitudes Towards Learning Mathematics Through Challenging, Problem Solving Tasks: “It’s so Hard-in a Good Way”. International Electronic Journal of Elementary Education, 13(2), 215-225.
Russo, J., & Russo, T. (2020). Movies through a mathematical lens. Australian Primary Mathematics Classroom, 25(1), 20-26.
Russo, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2), 35,
Russo, J., Minas, M., Hewish, T., & McCosh, J. (2020). Using Prompts to Empower Learners: Exploring Primary Students’ Attitudes Towards Enabling Prompts When Learning Mathematics Through Problem Solving. Mathematics Teacher Education and Development, 22(1), 48-67.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Saunders-Stewart, K. S., Gyles, P. D., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5-31.
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. Springer.
Skinner, E. (2016). Engagement and disaffection as central to processes of motivational resilience and development. In K. R. Wentzel & D. B. Miel (Eds.), Handbook of motivation at school (2nd Ed.), (pp. 145-168). Routledge.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340.
Sullivan, P., & Mornane, A. (2014). Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks. Mathematics Education Research Journal, 26(2), 193-213.
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020). Threats and opportunities in remote learning of mathematics: implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559.
Thomson, S. (2020). What PISA tells us about our preparedness for remote learning, Teacher Magazine.
Thomson, S., De Bortoli, L. J., & Buckley, S. (2014). PISA 2012: How Australia measures up. Australian Council for Educational Research.
USA TODAY, & Ipsos. (2020). Online polls of 505 K-12 teachers and 403 parents with at least one child in K-12 taken May 18-21.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-477.
Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22(5), 390-408.
Journals System - logo
Scroll to top