Distance Mathematics Education in Flanders, Germany, and the Netherlands during the COVID 19 Lockdown--The Student Perspective

Autor/inn/en	Thurm, Daniel; Vandervieren, Ellen; Moons, Filip; Drijvers, Paul; Barzel, Bärbel; Klinger, Marcel; van der Ree, Heleen; Doorman, Michiel
Titel	Distance Mathematics Education in Flanders, Germany, and the Netherlands during the COVID 19 Lockdown--The Student Perspective
Quelle	In: ZDM: Mathematics Education, 55 (2023) 1, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thurm, Daniel) ORCID (Vandervieren, Ellen) ORCID (Moons, Filip) ORCID (Drijvers, Paul) ORCID (Barzel, Bärbel) ORCID (Klinger, Marcel) ORCID (Doorman, Michiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01409-8
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Mathematics Education; Teacher Attitudes; Teaching Methods; Evaluation Methods; Secondary School Students; Secondary School Mathematics; Student Attitudes; Student Experience; Gender Differences; Access to Computers; Family Environment; Mathematics Teachers; Secondary School Teachers; Foreign Countries; In Person Learning; Belgium; Germany; Netherlands + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Mathematische Bildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Schülerverhalten; Studienerfahrung; Geschlechterkonflikt; Familienmilieu; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Belgien; Deutschland; Niederlande
Abstract	In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01