The COVID19 school closures forced many primary school teachers to adopt relatively unfamiliar remote-teaching practices in mathematics, and other learning areas. Given primary school mathematics experiences significantly influence students’ ongoing engagement with mathematics (Larkin & Jorgensen, 2016; McPhan et al., 2008), it is important to understand how this disruption impacted mathematics pedagogies. Drawing on data from semi-structured interviews with Australian primary teachers from two separate studies, we apply the Framework for Engagement with Mathematics (Attard, 2014) to examine the pedagogies employed during school closures. We identify challenges and opportunities revealed by these pandemic experiences that can be addressed to develop the engaging use of online pedagogies in primary school mathematics.
|Number of pages||1|
|Publication status||Published - Jun 2021|
|Event||43rd Annual Conference of the Mathematics Education Research Group of Australasia 2021: MERGA 2021 - National Institute for Education (NIE) - Virtual event, Singapore, Singapore|
Duration: 05 Jul 2021 → 08 Jul 2021
https://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2021-MERGA-conference-proceedings.aspx (Conference proceedings)
|Conference||43rd Annual Conference of the Mathematics Education Research Group of Australasia 2021|
|Abbreviated title||Excellence in Mathematics Education: Foundations and Pathways|
|Period||05/07/21 → 08/07/21|
|Other||MERGA is concerned with the promotion of quality teaching of mathematics and mathematics education at all levels, through critical study and reflection on practice and theory. Work accepted for presentation at the conference will be related to mathematics education at pre-school, primary, secondary, vocational, and/or tertiary levels or within informal and workplace settings.|
The theme for MERGA43 is Excellence in Mathematics Education: Foundations and Pathways. This theme provides an important platform for participants to consider the critical nature of our research and the ways we can use our findings to influence the field of mathematics education and educational policy throughout Australasia.