Threats and opportunities in remote learning of mathematics: implication for the return to the classroom

Sullivan, Peter; Bobis, Janette; Downton, Ann; Feng, Maggie; Hughes, Sally; Livy, Sharyn; McCormick, Melody; Russo, James

doi:10.1007/s13394-020-00339-6

Cited by 22 publications

(18 citation statements)

References 16 publications

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“…This may have led to students coming 'off task' and distracted or behaviourally disengaged (Kong, Wong & Lam, 2003). Given that inquiry-based approaches involve learning through dialogue centred on a previous mathematical exploration (Sullivan et al, 2020), it is possible that the lack of opportunity for synchronous feedback was particularly problematic for the cognitive engagement of students in our two study schools, given their focus on inquiry-based pedagogies. This is especially true since teachers like Toby and Sapna adopted an approach to limit the amount of time students needed to be in contact with teachers ("on average three times a week"), in order to mitigate against teacher burnout and to avoid placing too much pressure on students and parents.…”

Section: Discussionmentioning

confidence: 99%

“…With regards to mathematics education specifically, there were concerns that learning mathematics away from the school environment may undermine inquirybased approaches to learning mathematics in several ways. First, as noted by Sullivan et al (2020), explicit explanations followed by repeated practice are conducive to the use of video technology, specifically instructional videos that can be prepared in advance and shared through a weblink. By contrast, inquiry-based approaches to learning mathematics require studentcentred, mathematically rigorous discussions that are built around students' experiences of working on tasks.…”

Section: Introductionmentioning

confidence: 99%

“…Given the temptation to adopt more didactic, teachercentred approaches (Sullivan et al, 2020), and the challenges of primary-aged students interacting with their teacher and peers exclusively through technologymediated platforms (Blackburn, 2020), we may expect student engagement in mathematics to be particularly challenging in remote learning contexts. It is particularly relevant to examine this issue in school contexts where teachers were committed to pursuing inquiry-based approaches to learning mathematics prior to remote learning.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Kalogeropoulos

Roche

Russo

et al. 2021

EURASIA J Math Sci Tech Ed

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Kalogeropoulos

Roche

Russo

et al. 2021

EURASIA J Math Sci Tech Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite the advantages of online class, it has also a limitation in the term of interaction (Moore et al, 2011). The online learning interactions that occur in the classroom through communication media that utilize internet technology (Alabdulaziz, 2021;Borba et al, 2016;Haleva et al, 2021;Mulenga & Marbán, 2020;Rosa & Lerman, 2011;Sullivan et al, 2020). This can lead to a lack of interaction between teachers and students and students with others.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

Ahmad

Mohamed

Setyaningsih

et al. 2021

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This study aims to determine the online learning interactions carried out by junior high school teachers in the classroom during the COVID-19 pandemic. The quantitative using survey was used as a research methodology. 141 Mathematic Teachers was selected as the subject of this research. A questionnaire of classroom interaction practice in an online class was used as a data collection technique. The result found that mathematic teachers’ interaction activity in online courses has a different level. The interaction process that mathematic teachers use is in preparing the students to join an online course and leading the discussion with the mean of 4.2 and 4.3. In contrast, the lowest interaction happens in interaction in giving feedback and interaction in closing activity with an average of 2.5. the research also found that 78.70% of mathematic teachers always provide direction to the students in starting the online class. 40.30% of them never ask students to correct incorrect assignments during online learning.

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“…Kirschner et al (2006) proved that minimal guidance instruction was less effective than a learning approach that emphasizes on guidance for students during instruction. In the other hand of this debate are those who argue that mathematics learning is best when students understand mathematics concepts trough solving mathematics task for themselves when they have opportunity to make investigation, justification, and link different mathematics concepts (Schwartz & Martin, 2004;Sullivan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effects of contextual group guided discovery learning on students' mathematical understanding and reasoning

2020

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In this study, we examine the effect of contextual group guided discovery (CGGD) learning approach on students' mathematical understanding and reasoning. This study was conducted through a quasi-experimental method with a control group pre and post-test design. The participants of this study were two groups of 4th-grade students in Kuningan, Indonesia. Each group was comprised of 22 students (N=44). While the experimental group was conducting mathematics learning with the CGGD learning approach, the control group was conducting mathematics learning with problem-based learning (PBL). The data were collected through a test of students' mathematical understanding (TSMU) and a test of students' mathematical reasoning (TSMR) developed by researchers. The results showed that there were significant differences in the gain score of students' mathematical understanding (SMU) (U = 134.00, Z= -2.539, P = 0.011 < 0.05) and students' mathematical reasoning (SMR) (U = 139.500, Z= -2.412, P = 0.016 < 0.05) between the experimental and the control group . The gain score and post-test score of SMU and SMR on the experimental group that implemented the CGGD learning approach were significantly higher than the control group. Therefore, we conclude that the CGGD learning approach was proven influential to empower SMU and SMR.

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Threats and opportunities in remote learning of mathematics: implication for the return to the classroom

Cited by 22 publications

References 16 publications

Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Online Learning Interaction of Mathematics Teacher in Junior High School: A Survey in the Covid-19 Pandemic

The effects of contextual group guided discovery learning on students' mathematical understanding and reasoning

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