Will we ever teach mathematics again in the way we used to before the pandemic?

Abstract

After about two years of emergency remote teaching during the pandemic, the teaching of mathematics is slowly returning to (what used to be called) normal. However, after the period of mostly teaching online, there is uncertainty about the extent to which we will return to the way we were teaching before. In this survey paper we attempt to give some background to the impact that emergency remote teaching may have had on teaching mathematics. We examine the possible social implications and then focus on the changing mathematics classroom, focusing on the actual mathematics curriculum, learning design and assessment, the role of collaborative activities and social media, educational videos, and the role of family and parents in future. There are indicators from the literature that educators may not return to the traditional way of teaching entirely, especially in secondary and higher education. We conclude with describing some possible new research areas that have developed through emergency remote teaching, including online education for younger learners, local learning ecosystems, the role of family and parents, instructional design, and the mathematics content of curricula.

Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era

“…As can been seen from the literature review, the majority of studies investigating mathematics teachers' perceptions, experiences, and practices regarding ERT have focused on secondary education, whereas research focusing exclusively on primary mathematics teachers is very scarce. This gap was also noted in [40,47]. In our research, we aimed to contribute towards filling this gap by exploring Cypriot primary teachers' perspectives, lived experiences, and self-reported practices during the transition to ERT in the early stages of the pandemic.…”

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

“…Regarding the use of Software as a Service (SaaS) design tools, issues arise concerning connectivity (Akçayır et al, 2016). However, the challenges associated with the COVID-19 pandemic prompted a clear and decisive push for connectivity in the field of education (Engelbrecht et al, 2023).…”

Reflexiones de futuros profesores sobre la implementación de la modelización matemática en el retorno a la enseñanza presencial

“…Por una parte, el COVID-19 aportó un contexto realista y auténtico para plantear tareas/problemas de modelización cercanos a los estudiantes; aunque, por otra parte, representó un cambio a nivel mundial en la forma de retomar los procesos de enseñanza y aprendizaje (Engelbrecht;Borba;Kaiser, 2023) afectando, por ejemplo, la interacción de los estudiantes.…”