Distance Mathematics Teaching in Flanders, Germany, and the Netherlands during COVID-19 Lockdown

Autor/inn/en	Drijvers, Paul; Thurm, Daniel; Vandervieren, Ellen; Klinger, Marcel; Moons, Filip; van der Ree, Heleen; Mol, Amy; Barzel, Bärbel; Doorman, Michiel
Titel	Distance Mathematics Teaching in Flanders, Germany, and the Netherlands during COVID-19 Lockdown
Quelle	In: Educational Studies in Mathematics, 108 (2021) 1-2, S.35-64 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drijvers, Paul) ORCID (Thurm, Daniel) ORCID (Vandervieren, Ellen) ORCID (Klinger, Marcel) ORCID (Moons, Filip) ORCID (Barzel, Bärbel) ORCID (Doorman, Michiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10094-5
Schlagwörter	Distance Education; Secondary School Mathematics; Mathematics Teachers; Teacher Attitudes; School Closing; Technological Literacy; Self Efficacy; Videoconferencing; Comparative Education; Foreign Countries; Belgium; Germany; Netherlands + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Vergleichende Erziehungswissenschaft; Ausland; Belgien; Deutschland; Niederlande
Abstract	The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices--in many cases at a distance through digital technology--because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers' practices, as well as students' views and experiences related to the teacher's practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01