Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

Fhloinn, Eabhnat Ní; Fitzmaurice, Olivia

doi:10.1080/0020739x.2021.1983049

Cited by 8 publications

(9 citation statements)

References 12 publications

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“…Studies around the world refer to a decrease in students' mathematics achievement due to the pandemic with similar decreases in students' achievement to those reported in this research [63][64][65][66]. In this sense, many researchers in the field state that the in-person support prior to COVID-19 without restrictions produced higher achievement results than the online solutions or in-person adaptations that are currently taking place [67,68]. In this context, student engagement in the mathematics classroom is seen as major concern by many researchers [69][70][71][72].…”

Section: Discussionsupporting

confidence: 67%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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Section: Discussionsupporting

confidence: 67%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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“…Accordingly, teachers considered it important to communicate frequently and clearly with students in online lessons in order to support students’ self-regulated learning (Ní Fhloinn & Fitzmaurice, 2021b ). However, teachers' and students' assessments do not always coincide.…”

Section: Literature Reviewmentioning

confidence: 99%

First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study

Liebendörfer

Kempen²,

Schukajlow³

2022

ZDM Mathematics Education

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When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.

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“…More than 30% of the responses came from mathematicians working in Ireland. The results of the analysis of the survey data have been published in [24], [25], [26] and [27].…”

Section: The Lecturers' Perspectivementioning

confidence: 99%

“…In addition, some lecturers felt that the resources developed for emergency remote teaching could be incorporated in modules in future years. Ní Fhloinn and Fitzmaurice [25] summarise the practical advice of the lecturers in their study on issues of concern such as: technology options; specific online teaching approaches, ways of supporting students, and ways of reducing stress for teaching staff.…”

Section: The Lecturers' Perspectivementioning

confidence: 99%

A Survey of Research on the Impact of the COVID-19 Closures on the Teaching and Learning of Mathematics at University Level in Ireland

O’Shea¹

2022

Irish Math. Soc. Bull.

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Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

Cited by 8 publications

References 12 publications

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study

A Survey of Research on the Impact of the COVID-19 Closures on the Teaching and Learning of Mathematics at University Level in Ireland

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