Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Darragh, Lisa; Franke, Nike

doi:10.1007/s10763-021-10222-w

Cited by 14 publications

(7 citation statements)

References 37 publications

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“…HW2.1 explained that learners were “unable to teach themselves [and] most times it was incorrect, thus [it was] challenging as a teacher to ‘unteach’ that incorrect method”. This issue echoes challenges noted by Darragh and Franke ( 2021 ) discussed earlier.…”

Section: Resultssupporting

confidence: 74%

“…Mathematics homework has not been a regular practice of learners in low SES schools in the Eastern Cape (Graven, 2018 ). Darragh and Franke ( 2021 , p. 1) found that “mathematics homework is often unsuccessful or stressful for both parents and children and…tension exists between home and school in the learning of mathematics” and the quality of interaction between parents and learners in mathematics is influenced by parental mathematical ability. They note that changes in mathematics curricula and pedagogies mean parents are less able to draw on their own experience of learning when assisting their children.…”

Section: Literature Reviewmentioning

confidence: 99%

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Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Vale

Graven

2022

ZDM Mathematics Education

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The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts. We explore these strategies, first, in relation to the initial shift to emergency remote teaching when learners needed to be reached in their homes under severe lockdown regulations, then through the gradual reopening of schools later as regulations were relaxed. Activity theory informs our perspective on the way in which teachers worked to mediate learning across school and home activity systems. Twenty-five Grade 4–7 mathematics teachers from the Eastern Cape responded to two questionnaires given at the start of the COVID-19 lockdown period and during the phased return to school. Questions focused on the strategies used to support mathematics learning. The results show that strategies focused on engaging caregivers through various technologies and getting resources into the home. WhatsApp, a free internet-based messaging service, was the most frequently used communication app across all types of schools for both messaging parents and sending instructional material and support in the form of videos, pictures and text messages. Department issued workbooks and teacher designed work packs were key resources sent to homes. Differences are evident in the range of use of different technologies across wealthier and poorer schools. Primary teachers’ voices inform possible ways forward for the purpose of managing young student mathematical learning gaps and meeting ongoing learning needs.

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Section: Resultssupporting

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Vale

Graven

2022

ZDM Mathematics Education

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show abstract

“…One would expect that the effects both of school closures in general and of particular distance learning techniques would vary not only with home resources but with a variety of aspects of parental and child characteristics, and with home-school relationships. For example, Darragh and Franke (2021) found that a sample of New Zealand parents had very varied perspectives on homelearning of mathematics during lockdown. 35.5% were positive; 29.9% were negative, 29.5% gave mixed responses and 5.24% were neutral.…”

Section: Discussionmentioning

confidence: 99%

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Orbach

Fritz²,

Haase³

et al. 2023

Front. Educ.

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The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the conditions of distance learning has impacted children’s development of basic number skills. In this paper, descriptive information on children’s home learning conditions and teachers’ distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51.2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers’ distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching.

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“…One would expect that the effects both of school closures in general and of particular distance learning techniques would vary not only with home resources but with a variety of aspects of parental and child characteristics, and with home-school relationships. For example, Darragh & Franke (2021)) found that a sample of New Zealand parents had very varied perspectives on home-learning of mathematics during lockdown. 35.5% were positive; 29.9% were negative, 29.5% gave mixed responses and 5.24% were neutral.…”

Section: Discussionmentioning

confidence: 99%

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Orbach¹,

Fritz²,

Haase³

et al. 2022

Preprint

View full text Add to dashboard Cite

The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the framework of distance learning has impacted children’s development of basic number skills. In this paper, descriptive information on children’s home learning conditions and teachers’ distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51,2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers’ distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching.

show abstract

Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Cited by 14 publications

References 37 publications

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

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