The COVID-19 Pandemic and School Closure: Learning Loss in Mathematics in Primary Education

Contini, Dalit; Tommaso, Maria Laura Di; Muratori, Caterina; Piazzalunga, Daniela; Schiavon, Lucia

doi:10.2139/ssrn.4114323

Cited by 46 publications

(32 citation statements)

References 17 publications

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“…In order to retain enough statistical power, degrees are grouped into five broad majors: social sciences, humanities, law, health, and STEM. This analysis is informative as online learning may be differentially effective depending on the nature of the material being taught (Contini et al, 2021). More quantitative courses are generally taught in STEM compared to social sciences and health, with law and the humanities being the least quantitative majors.…”

Section: Credits Earned By Broad College Majormentioning

confidence: 99%

COVID-19 and the Gender Gap in University Student Performance

Bratti

Lippo

2022

SSRN Journal

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Section: Credits Earned By Broad College Majormentioning

confidence: 99%

COVID-19 and the Gender Gap in University Student Performance

Bratti

Lippo

2022

SSRN Journal

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“…For the Netherlands, Engzell et al (2020) build on these administrative data and find that in spring 2020 young students aged 7 to 11 suffered a learning loss as high as 3 percentage points, or 0.08 standard deviations compared to students in the same grade in the previous years. Comparable analyses of administrative data in other parts of Europe confirm similarly high magnitudes (see Schult et al, 2021, for Germany) or even greater (Maldonado and Witte, 2020, for Belgium; and Contini et al, 2021, for Italy). This considerable extent of the learning loss is also concerning given the results of a recent study stating that catching up in school after a physical school closure is challenging (Gambi and Witte, 2021).…”

Section: Learning Loss and Educational Inequalities During Physical S...mentioning

confidence: 81%

Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis

Blaskó

Costa

Schnepf

2022

Journal of European Social Policy

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It is widely discussed that the pandemic has impacted educational inequalities across the world. However, in contrast to data on health or unemployment, data on education outcomes are not timely. Hence, we have extremely limited knowledge about pandemic-related learning losses at the national and cross-national levels. As it might take years to get suitable comparative data, this study uses the latest large-scale international achievement survey from before the pandemic, the Trends in International Mathematics and Science Study 2019, to answer two research questions. First, which European countries are most likely to have experienced higher learning loss among their children? Second, which European countries have most likely experienced the greatest increases in learning inequalities? Results based on 4th graders’ school achievements indicate that educational inequalities between and within countries are likely to have augmented substantially throughout Europe. Some European countries are probably already facing an education crisis.

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“…Consequently, the results offer solid evidence that research in technology-based mathematics education has mainly opted for qualitative methods, targeted non-compulsory education and focused on proposals mediated by the teacher and developed synchronously. This could provide an explanation for the difficulty observed in different studies (Contini et al, 2021;Engelbrecht et al, 2020a, b) to address mathematics education under the singular circumstances posed by COVID-19.…”

Section: Discussionmentioning

confidence: 91%

“…When it comes to the sphere of mathematics education, despite all the efforts made to provide an appropriate response to the situation, there also seems to have been a difficulty in developing remote instruction based on both synchronous and asynchronous technological solutions, leading to learning losses in mathematics (Contini et al, 2021;Engelbrecht et al, 2020a, b). The experience of COVID-19 should serve to initiate a period of reflection and debate within the research community on the role that educational technology has played both in mathematical educational practice and in research in this field.…”

Section: Introductionmentioning

confidence: 99%

Intelligent tutoring systems for word problem solving in COVID-19 days: could they have been (part of) the solution?

Olmo‐Muñoz

González‐Calero

Diago

et al. 2022

ZDM Mathematics Education

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The COVID-19 pandemic led to the lockdown of schools in many countries, forcing teachers and students to carry out educational activities remotely. In the case of mathematics, developing remote instruction based on both synchronous and asynchronous technological solutions has proven to be an extremely complex challenge. Specifically, this was the case in topics such as word problem solving, as this domain requires intensive supervision and feedback from the teacher. In this piece of research, we present an evaluation of how technology is employed in the teaching of mathematics, with particular relevance to learning during the pandemic. For that purpose, we conducted a systematic review, revealing the almost complete absence of experiments in which the use of technology is not mediated by the teacher. These results reflect a pessimistic vision within the field of mathematics education about the possibilities of learning when the student uses technology autonomously. Bringing good outcomes out of a bad situation, the pandemic crisis may represent a turning point from which to start directing the research gaze towards technological environments such as those mediated by artificial intelligence. As an example, we provide a study illustrating to what extent intelligent tutoring systems can be cost-effective compared to one-to-one human tutoring and mathematic learning-oriented solutions for intensive supervision in the teaching of word problem solving, especially appropriate for remote settings. Despite the potential of these technologies, the experience also showed that student socioeconomic level was a determining factor in the participation rate with an intelligent tutoring system, regardless of whether or not the administration guaranteed students' access to technological resources during the COVID-19 situation.

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The COVID-19 Pandemic and School Closure: Learning Loss in Mathematics in Primary Education

Cited by 46 publications

References 17 publications

COVID-19 and the Gender Gap in University Student Performance

COVID-19 and the Gender Gap in University Student Performance

Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis

Intelligent tutoring systems for word problem solving in COVID-19 days: could they have been (part of) the solution?

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