Are we all in this together?: mathematics teachers' perspectives on equity in remote instruction during pandemic.
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| Title: | Are we all in this together?: mathematics teachers' perspectives on equity in remote instruction during pandemic. |
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| Authors: | Yılmaz, Zuhal1 zuhaly@ucr.edu, Gülbağcı Dede, Hande2, Sears, Ruthmae3, Yıldız Nielsen, Selin4 |
| Source: | Educational Studies in Mathematics. Oct2021, Vol. 108 Issue 1/2, p307-331. 25p. |
| Subject Terms: | *COVID-19 pandemic, *Mathematics students, *Mathematics education, *Mathematics teachers, *Communication barriers, *Socioeconomic status |
| Abstract: | The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students' diverse social, economic, and academic background, this study sought to examine teachers' perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers' perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers' beliefs, expectations for students, access to resources, students' socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153554702 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153554702 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-021-10060-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 307 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Socioeconomic status Type: general Titles: – TitleFull: Are we all in this together?: mathematics teachers' perspectives on equity in remote instruction during pandemic. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yılmaz, Zuhal – PersonEntity: Name: NameFull: Gülbağcı Dede, Hande – PersonEntity: Name: NameFull: Sears, Ruthmae – PersonEntity: Name: NameFull: Yıldız Nielsen, Selin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 108 – Type: issue Value: 1/2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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