mathematics teaching strategies AND inclusive pedagogy AND COVID 19
225101220
from Bronislaw Czarnocha Mathematics Teaching Research in the time of Covid 19 Difficulties and Possibilities
COVID 19 is constantly on our minds to larger or smaller degree and investigations into student performance as well as learning mathematics during the pandemic are important to determine the best course of action. It is becoming clear that changes in pedagogy required from us by the pandemic will be substantial if we want to engage all possible available routes of e learning. A bisociative frame is created between the past pedagogy and new circumstances, the structural frame, which is a prerequisite to creativity of Aha! Moment. Thus it is our own classroom creativity that is called here for engagement.
Bronislaw Czarnocha
228939356
Compassionate Flexibility and Self Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID 19
The global pandemic of COVID 19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g. earthquakes, hurricanes) but not to the same extent as COVID 19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students' well being and success is the faculty members communicating care and incorporating flexibility into their courses.
Laura A Gelles Susan M Lord Gordon D Hoople Diana A Chen Joel Alejandro Mejia
234414253
CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS' REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID 19 PANDEMIC
To limit the spread of the COVID 19 virus conditions of lockdown were enforced by countries globally Universities and schools revised the mode of delivery from contact teaching to online teaching and learning This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers' reflections on the use of online technologies and the factors which enable or constrain online teaching and learn ing Three lecturers from STEM disciplines involved in online teaching were purpo sively selected to participate in this study Data were generated via semi structured interviews and reflective journals The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students' learning styles, the pressure of balancing work home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning (c) 2020, Scientia Socialis Ltd All rights reserved
Asheena Singh-Pillay Jayaluxmi Naidoo
236827957
Rural vs Urban: Teachers' Obstacles and Strategies in Mathematics Learning During COVID 19 Pandemic
During the pandemic of COVID 19, numerous obstacles arose in education, and some strategies were necessary to tackle them. This study adopted a qualitative approach to investigate teachers' difficulties in mathematics learning in rural and urban areas and how they solved them. The findings revealed that motivation, productivity, and activity are the main problems of the teachers. Accessibility also poses a difficulty for teachers in rural areas. Several strategies were implemented to solve these obstacles, including using technology, maintaining communication with families, providing flexibility, reducing the number of tasks and quizzes, and peer teaching.
Fadhi Zil Ikram Rosidah Rosidah
225356019
Theory of Change to Practice: How Experimentalist Teaching Enabled Faculty to Navigate the COVID 19 Disruption
The College of New Jersey's Chemistry Department and School of Science have been strategically transforming our teaching, learning, and mentoring environments for over a decade through programs that are targeted toward "new majority" students: low income, first generation, and historically marginalized races and ethnicities. Recently, we shifted from programs that target a small number of students to focus on systemic and structural changes to create inclusive excellence. We formalized our work in a Theory of Change (ToC) that emphasizes mechanisms for our faculty to depart from traditional pedagogy to become experimentalist teachers who use evidence based practices and data to support our student success. The ToC is built on three pillars: (1) gaining empathy and understanding of our students, (2) a changing toolkit of acceptable pedagogical practices, and (3) a process to create shared language and values and an understanding of our responsibilities to our students. By focusing on mechanism, we do not prescribe a single pedagogy but instead are flexible for different course contexts. Department work on the ToC allowed our faculty to pivot instead of panic during the shift to online instruction. The students noted smooth transitions to remote learning, and more importantly, departmental discussions regarding pedagogy helped faculty to support each other with suggestions and sharing of best practices. As a department, we learned a great deal during the pandemic that furthers our collective work toward inclusive excellence and believe our ToC is transferable to other institutions.
Benny C Chan Joseph L Baker Michelle R Bunagan Levi A Ekanger J Lynn Gazley Rebecca A Hunter Abby R O'Connor Rebecca M Triano
229387145
High school students' experience of online learning during Covid 19: the influence of technology and pedagogy
ABSTRACT The Covid 19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.'s framework as a lens to examine student experience of digital learning at home during Covid 19. This framework provides three characteristics that influence learners' experience when using digital devices for learning: personalisation, authenticity and collaboration. High school students in their final two years of schooling (n 1975) responded to a questionnaire consisting of quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. Aspects of Kearney et al.'s framework were reflected in participants' experience, but further characteristics were identified. Authenticity and collaboration facilitated learning, but participants valued supportive pedagogies and motivational strategies which enabled academic progress and enhanced wellbeing. Effective use of technology mediated supportive pedagogies, and an alternative framework was developed to incorporate these additional findings.
A Yates Louise Starkey Ben Egerton Florian Flueggen
229400552
Postgraduate mathematics education students' experiences of using digital platforms for learning within the COVID 19 pandemic era
Within the digital era, as global society embraces the fourth industrial revolution, technology is being integrated swiftly within teaching and learning Within the Coronavirus disease (COVID 19) pandemic era, education institutions are preparing robustly for digital pedagogy This article reports on a study focusing on 31 postgraduate mathematics education students' experiences of using digital platforms for learning during the COVID 19 pandemic era The study was located at one teacher education institution in KwaZulu Natal, South Africa The research process encompassed three interactive online workshops and two online discussion forums, which were conducted via different digital platforms (Zoom, Moodle and WhatsApp) The study was framed using the theory of Communities of Practice, which denotes a group of people who share an interest which is enhanced as group members support and interact with each other Qualitative data generated during the interactive online workshops and discussion forums were analysed thematically The results exhibit challenges and strengths of using digital platforms as experienced by the participants The results of this study suggest that before using digital platforms for mathematics learning, it is important for students to be encouraged to practise and engage collaboratively within digital platforms The study adds to the developing knowledge in the field concerning using digital platforms for learning mathematics within the COVID 19 pandemic era
Jayaluxmi Naidoo
232372351
Teaching experiences during COVID 19 pandemic: Narratives from ResearchGate
The COVID 19 pandemic has remarkably affected every sphere of our lives and education inclusive. It greatly disrupted the teaching and learning process, necessitating alternative approaches at different times to ameliorate the situation. In the new normal, various pedagogical tactics and teaching strategies are employed for content delivery. More so, different platforms are utilized to enable learning as well as assessment techniques. This study, therefore, sought to explore the teaching experiences during the pandemic. It also highlights the success factors of online teaching during the COVID 19 semester and the best assessment strategies used during the pandemic. The methodology adopted in the study is narrative and, precisely, the Naturalist narrative. The data utilized are the discussions and responses from questions posed on ResearchGate. The retrieved responses reveal both positive and negative experiences, but more of the challenges encountered dominated the reviews. Many factors account for the negative experiences such as internet issues including its cost, student's participation rate, insufficient media instructions, lack of students preparation, and preference for face to face class. The responses further show that various platforms enable teaching to continue remotely during the COVID 19 pandemic, and the preference of tools used by individuals differs based on interest, audience, location, the content of the course, accessibility, among others. We gave a conclusion and offered a useful suggestion for future study.
2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO)
Ismaila Temitayo Sanusi Sunday Adewale Olaleye Oluwaseun Alexander Dada
225410496
#DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID 19 Pandemic
The coronavirus 2019 (COVID 19) outbreak in March led Davidson College to move from face to face classes and laboratories to mostly synchronous Zoom meetings. Prior to COVID 19, the majority of our faculty and students had little experience with remote instruction. With only 5 days to develop a plan, we revisited our individual and department learning goals and worked collectively to help each other redesign and redeploy our courses. In this reflective piece, we provide examples of how each member of our department collaborated with our students to ensure a relatively smooth transition to remote teaching across our entire curriculum while maintaining inclusive excellence. Specific strategies for adapting class meetings, assignments, assessments, additional support, and labs are provided along with select examples. Common themes across the curriculum included increased flexibility, the desire to maintain community, and the need for additional academic, technical, and emotional support. We hope our reflections will be helpful to our chemistry colleagues as we move into the uncertainty of the fall semester.
Mitchell R Anstey David N Blauch Felix A Carroll Annelise H Gorensek-Benitez Cindy DeForest Hauser Hanna M Key Jeffrey K Myers Erland P Stevens Durwin R Striplin Hailey W Holck Luis Montero-Lopez Nicole L Snyder
226253651
COVID 19 Influence on Teaching Process for Children with Disabilities
Research has been conducted to find how isolation affected their competencies: progress, regression, areas need to be strengthened, approaches need to be used, how to plan further work. As an instrument, were used the Assessment Protocol. Strategies and approaches used in working with the child were evaluated, then, assessment of developmental areas of progress and regression in children. After that, academic and developmental progress and regression. This was followed by an assessment of the areas in which the child needs to work additionally. 43 children were assessed and are dominated by intellectual and autism spectrum disorders, which correspond to the general education inclusive context. Findings show that teachers mostly worked and communicated via viber, less through platforms and applications. They were based on the adaptation and individualization of teaching and working materials prescribed by the IDEP done for each child. We find that teachers know the didactic material significantly, but that some resources have not been used to a sufficient, justified and desirable extent Daisy textbooks and assistive technology. The emotional status of the child was relatively maintained thanks to a more individualized approach. Behavior, interaction and communication are the developmental areas in which in a significant number of children happened attachment, awareness because that they have enjoyed an individualized teacher orientation. But, it is at the same time estimated the presence of regression in this area. Quality of knowledge has been achieved in accordance with the reduced content and expectations. Especially affected are practice and application because the teaching took place at home, not in a structured school environment, so this is an area that should be emphasized in the future. Therefore, after the school beginning, the principle of individualization should be maintained, taking into account the characteristic of child disability, his potentials, and appropriate methods of work especially in areas where the child needs support. Intensive work should be done on the catch up activities and materials, practical application, socialization, interaction, communication in a real context.
Tamara Milic