Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools
Penelope Kalogeropoulos 1 * , Anne Roche 1, James Russo 1, Sapna Vats 2, Toby Russo 3
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1 Monash University, AUSTRALIA
2 Wooranna Park Primary School, AUSTRALIA
3 Spensley Street Primary School, AUSTRALIA
* Corresponding Author

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10830

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 5, Article No: em1957

Publication date: 14 Apr 2021

Article Views: 1189

Article Downloads: 6373

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