Examining How Emergency Remote Teaching Influenced Mathematics Teaching
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Resumo
The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers' experiences.
Dados da obra
- Tipo
- Artigo
- Periódico
- TechTrends: Linking Research and Practice to Improve Learning, v. 66, n. 2, p. 338-350
- Editora
- Springer Science+Business Media
- Ano
- 2022 (2022-03-01)
- Idioma
- en
- Palavras-chave
- Distance Education; Mathematics Instruction; COVID-19; Pandemics; Teaching Methods; Information Technology; Technology Uses in Education; Teacher Attitudes; Educational Change; emergency remote teaching; COVID-19 pandemic; mathematics education; digital technologies in the classroom; mathematical games; virtual manipulatives; hands-on manipulatives; formative assessment; teacher experiences
- Temas
- Avaliação, Tecnologias Digitais
- DOI
- 10.1007/s11528-022-00711-2
- ISSN
- 8756-3894, 1559-7075
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MARTIN, Christie Sullivan; HARBOUR, Kristin E.; POLLY, Drew. Examining How Emergency Remote Teaching Influenced Mathematics Teaching. TechTrends: Linking Research and Practice to Improve Learning, v. 66, n. 2, p. 338-350, 2022. DOI: https://doi.org/10.1007/s11528-022-00711-2.
APA
Martin, C. S., Harbour, K. E., & Polly, D. (2022). Examining How Emergency Remote Teaching Influenced Mathematics Teaching. TechTrends: Linking Research and Practice to Improve Learning, 66(2), 338-350. https://doi.org/10.1007/s11528-022-00711-2
BibTeX
@article{martin2022,
author = {Martin, Christie Sullivan and Harbour, Kristin E. and Polly, Drew},
title = {Examining How Emergency Remote Teaching Influenced Mathematics Teaching},
year = {2022},
journal = {TechTrends: Linking Research and Practice to Improve Learning},
volume = {66},
number = {2},
pages = {338-350},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11528-022-00711-2},
language = {en}
}RIS
TY - JOUR AU - Martin, Christie Sullivan AU - Harbour, Kristin E. AU - Polly, Drew TI - Examining How Emergency Remote Teaching Influenced Mathematics Teaching PY - 2022 JO - TechTrends: Linking Research and Practice to Improve Learning VL - 66 IS - 2 SP - 338 EP - 350 DO - 10.1007/s11528-022-00711-2 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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