Teachers' Perceptions of Using Technology to Teach Mathematics during COVID-19 Remote Learning

Autor/inn/en	Amedu, Jerome; Hollebrands, Karen
Titel	Teachers' Perceptions of Using Technology to Teach Mathematics during COVID-19 Remote Learning
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 11 (2022) 1, S.71-85 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	High School Teachers; Mathematics Teachers; Mathematics Instruction; Technology Uses in Education; Distance Education; COVID-19; Pandemics; Faculty Development; Educational Quality; Scheduling; Online Courses; Curriculum Implementation; Student Evaluation; Feedback (Response); Equal Education; Access to Education; Privacy; Electronic Learning; Barriers + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Quality of education; Bildungsqualität; Disposition; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Education; Access; Bildung; Zugang; Bildungszugang; Privatsphäre
Abstract	There are concerns that current remote learning efforts in response to COVID19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers' perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on challenges related to receiving feedback from students and limited student interaction. This made it difficult to assess students' understanding during lessons. They also expressed concerns about the difficulty of implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for remote instruction. This study also identified several factors that influenced teachers' use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed. (As Provided).
Anmerkungen	Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01