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Teaching Mathematics during COVID-19: Lessons Learned and Best Practices

Artigo2024

Jeff Irvine; Wendy Telford; Paul Alves; Amanda Cloutier

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Resumo

The COVID-19 pandemic has been called an educational catastrophe. It caused massive disruptions in education, learning loss for students, and massive increases in teacher workloads, stress, and health-related issues. There were significant issues of student disengagement and rampant cheating on assessments. This paper looks not at the huge negative impacts of COVID19 but seeks rather to identify teaching practices in mathematics that may have been effective during the pandemic and that may be maintained after the pandemic to benefit students. What was learned is that best practices in mathematics teaching, while certainly influenced by the pandemic, remain best practices going forward. One major change is the continuing use of technology in mathematics teaching, a change in which the necessary use during the pandemic may have served as exemplars for teachers who will then continue these practices after the pandemic. This study also emphasized that exemplary teachers remained exemplary teachers before, during, and after the pandemic had impacted the teaching of mathematics.

Dados da obra

Tipo
Artigo
Periódico
Journal of Instructional Pedagogies
Ano
2024
Idioma
en
Palavras-chave
Foreign Countries; COVID-19; Pandemics; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Middle School Mathematics; Middle School Students; Middle School Teachers; Mathematics Instruction; Blended Learning; Computer Assisted Instruction; Technology Uses in Education; Curriculum Development; Learner Engagement; Teaching Methods; Instructional Effectiveness; Instructional Development; Best Practices; Teacher Effectiveness
Temas
Avaliação, Currículo, Práticas Pedagógicas
ISSN
2327-5324
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
IRVINE, Jeff et al.. Teaching Mathematics during COVID-19: Lessons Learned and Best Practices. Journal of Instructional Pedagogies, 2024. Disponível em: https://eric.ed.gov/?id=EJ1459839. Acesso em: 5 nov. 2026.

APA

Irvine, J., Telford, W., Alves, P., & Cloutier, A. (2024). Teaching Mathematics during COVID-19: Lessons Learned and Best Practices. Journal of Instructional Pedagogies. https://eric.ed.gov/?id=EJ1459839

BibTeX
@article{irvine2024,
  author = {Irvine, Jeff and Telford, Wendy and Alves, Paul and Cloutier, Amanda},
  title = {Teaching Mathematics during COVID-19: Lessons Learned and Best Practices},
  year = {2024},
  journal = {Journal of Instructional Pedagogies},
  url = {https://eric.ed.gov/?id=EJ1459839},
  language = {en}
}
RIS
TY  - JOUR
AU  - Irvine, Jeff
AU  - Telford, Wendy
AU  - Alves, Paul
AU  - Cloutier, Amanda
TI  - Teaching Mathematics during COVID-19: Lessons Learned and Best Practices
PY  - 2024
JO  - Journal of Instructional Pedagogies
UR  - https://eric.ed.gov/?id=EJ1459839
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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