Necessity Is the Mother of Invention: How the Need for Online Schooling Impacted Mathematics Teaching Practices and Student Engagement

Autor/inn/en	Horn-Olivito, Heidi; Martinovic, Dragana; Winney, Kelly
Titel	Necessity Is the Mother of Invention: How the Need for Online Schooling Impacted Mathematics Teaching Practices and Student Engagement
Quelle	In: Canadian Journal of Action Research, 23 (2023) 1, S.21-42 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Teaching Methods; School Closing; COVID-19; Pandemics; Educational Technology; Electronic Learning; Mathematics Instruction; Teacher Competencies; Family Needs; Stress Management; Technological Literacy; Educational Innovation; Manipulative Materials; Family School Relationship; Distance Education; Virtual Schools; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Lehrkunst; Stressmanagement; Stressbewältigung; Technisches Wissen; Instructional innovation; Bildungsinnovation; Hilfsmittel; Distance study; Distance learning; Fernunterricht; Ausland; Kanada
Abstract	In this paper, we document elementary school teachers' attitudinal and pedagogical changes during the rapid move from brick-and-mortar to virtual schooling initiated by the COVID-19 pandemic. We administered four online surveys (in September and October 2020, and in March and June 2021) to determine teachers' perceived challenges and successes in using online technology, as well as applied mixed-methods action research to identify their approaches to teaching mathematics online. The initial challenges included gaining skills, resources, and know-hows for teaching online, and supporting students and their families in the swift transition, while also maintaining instructional goals and overcoming stress. The later challenges included dealing with workload and engaging students in learning. As their comfort with technology increased, teachers started realizing that many old pedagogies were either impossible or inadequate in the online environment, and they began to innovate with virtual classrooms that encompassed students' homes, parents, and the outdoors. Mathematics manipulatives were found in the kitchen and measurements were done in the home or during walks outside. Mathematics concepts became more real-life centered, and learning became more playful and problem-oriented. Technology helped to create and sustain learning communities, and exposed student thinking at their comfort level. For some students, this approach worked better than brick-and-mortar schools; for most teachers, it created opportunities to provide and receive feedback differently, collaborate widely, reinvent their practice, and contribute to changing norms. We conclude by providing suggestions for moving forward. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01