Mathematics education in a time of crisis—a viral pandemic

Chan, Man Ching Esther; Sabena, Cristina; Wagner, David

doi:10.1007/s10649-021-10113-5

Cited by 28 publications

(20 citation statements)

References 32 publications

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“…Both topics received more attention in mathematics education recently, which is reflected in an open call in ESM for contributions on the COVID-19 pandemic in 2020. This call resulted in an unexpectedly high number of submissions and papers published on the topic of the COVID-19 pandemic in 2021 in ESM (Chan et al, 2021 ).…”

Section: State-of-the-art In Research On Emotions and Motivationmentioning

confidence: 99%

Emotions and motivation in mathematics education: Where we are today and where we need to go

Schukajlow

Rakoczy

Pekrun

2023

ZDM Mathematics Education

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Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students’ emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on “Emotions and Motivation in Mathematics Education and Educational Psychology.” Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.

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Section: State-of-the-art In Research On Emotions and Motivationmentioning

confidence: 99%

Emotions and motivation in mathematics education: Where we are today and where we need to go

Schukajlow

Rakoczy

Pekrun

2023

ZDM Mathematics Education

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“…Few others studied how to use resources and undertake laboratory activities in distance learning. A special issue (Chan et al, 2021) by Educational Studies in Mathematics, collated voices from researchers internationally on mathematics education, particularly teaching mathematics during the pandemic. Leveraging data from a mathematics learning software as a substitute assessment, Rutherford et al (2021) found that students had a lower engagement with the software during the pandemic.…”

Section: Distance Learningmentioning

confidence: 99%

Distance Lesson Study in Mathematics: A Case Study of an Italian High School

Adesso

Fiore

2022

Front. Educ.

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The COVID-19 pandemic put teachers and students in virtual classrooms, necessitating the Lesson Study to be adapted to such a new context. In this paper, we investigate how the roles of teachers, observers, and students are changing, considering the use of Information and Communication Technology (ICT) as the only medium of communication. The research methodology is based on the Documental Approach to Didactics, including Instrumental Genesis. It is a qualitative internal case study. The data was collected through video analysis. The Lesson Study (LS) methods were based on a cyclic model (co-planning, teaching, observation, debriefing, and revision), adapted to Distance Learning (DL). The topic is about Statistics, starting from the COVID-19 diffused data. The experimental work allowed us to observe the inter-connections between LS and DL. We deduced that ICT could be considered as a resource for the documental genesis, which generates processes aimed at social knowledge mediated by the teacher. We supposed that the observing phase was less invasive than during virtual experimentation. Nevertheless, the observers had difficulties understanding some students' and teachers' emotional aspects and analyzing the group activities. The technological resources were an added value for the LS. We present an LS methodology, entirely carried out through DL. The main value consists of showing both affordability and constraints of the DL with respect to the LS and vice versa.

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“…It is interesting to observe that these kinds of studies are limited to the period 2012-2015: the recent events related to the pandemic could (should?) generate new interest towards this line of research in STT (Chan et al, 2021).…”

Section: Main Themes Of Researchmentioning

confidence: 99%

The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review

2022

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Investigating the transition between educational levels is one of the main themes for the future of mathematics education. In particular, the transition from secondary school to STEM degrees is problematic for the widespread students’ difficulties and significant for the implications that it has on students’ futures. Knowing and understanding the past is key to imagine the future of a research field. For this reason, this paper reports a systematic review of the literature on the secondary-tertiary transition in Mathematics Education from 2008 to 2021. We constructed two corpuses: one from the proceedings of three international conferences in mathematics education (PME, ICME, and INDRUM) and the other from peer reviewed research papers and book chapters returned by the databases ERIC and Google Scholar. A clear evolution in perspectives since 2008 emerges from the analysis of the two corpuses: the research focus changed from a purely cognitive to a more holistic one, including socio-cultural and — to a lesser extent — affective issues. To this end, a variety of research methods were used, and specific theoretical models were developed in the considered papers. The analysis also highlights a worrisome trend of underrepresentation: very little research comes from large geographical areas such as South America or Africa. We argue that this gap in representation is problematic as research on secondary tertiary transition concerns also consideration of socio-cultural and contextual factors.

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Mathematics education in a time of crisis—a viral pandemic

Cited by 28 publications

References 32 publications

Emotions and motivation in mathematics education: Where we are today and where we need to go

Emotions and motivation in mathematics education: Where we are today and where we need to go

Distance Lesson Study in Mathematics: A Case Study of an Italian High School

The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review

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