Changes to Tenth-Grade Japanese Students' Identities in Mathematics Learning during the COVID-19 Pandemic

Autor/inn/en	Uegatani, Yusuke; Nakawa, Nagisa; Kosaka, Masato
Titel	Changes to Tenth-Grade Japanese Students' Identities in Mathematics Learning during the COVID-19 Pandemic
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 2, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Uegatani, Yusuke) ORCID (Nakawa, Nagisa) ORCID (Kosaka, Masato)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Foreign Countries; Grade 10; High School Students; Secondary School Mathematics; Mathematics Instruction; COVID-19; Pandemics; Identification (Psychology); Equal Education; Males; School Closing; Student Attitudes; Barriers; Knowledge Level; Social Influences; Online Courses; Problem Solving; Study Habits; Student Participation; Peer Influence; Educational Environment; Japan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Male; Männliches Geschlecht; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Wissensbasis; Sozialer Einfluss; Online course; Online-Kurs; Problemlösen; Study behavior; Study behaviour; Studienverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The current study aimed to reveal the changes to the identities of two tenth graders in mathematics learning at a Japanese high school during the COVID-19 pandemic from the perspective of learning from home versus learning in the classroom. The following research questions are raised: How has the pandemic situation affected and changed Japanese students' triadic relationship between knowledge, practice, and identity? What overlooked equity issue in this triadic relationship is caused by the pandemic? Two male students participated in and completed semi-structured interviews that asked how they managed to study at home during the school shutdown. First, we extracted from the transcript the part concerning the interviewees' difficulties in studying mathematics at home, as well as the role of mathematics lessons and their classmates. Secondly, we classified their utterances into three categories (identity, practice, and knowledge sentences), based on their grammatical patterns. The study results delineated the dynamic and complicated relationships among the three elements. Students lost opportunities to (1) obtain positive social feedback on their mathematical behaviors and (2) learn the social aspects of mathematical problem-solving, such as what strategy was socially acceptable and authorized. We also pointed out an overlooked soft equity issue; rich learning resources are substantially unavailable to students owing to the lack of appropriation of necessary knowledge and positive self-identification, despite the assurance of accessibility to such resources. We should continue to tackle helping learners construct their identities during future unexpected events. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01