Distance Mathematics Teaching in Flanders, Germany, and the Netherlands during COVID-19 Lockdown
Saved in:
| Title: | Distance Mathematics Teaching in Flanders, Germany, and the Netherlands during COVID-19 Lockdown |
|---|---|
| Language: | English |
| Authors: | Drijvers, Paul (ORCID |
| Source: | Educational Studies in Mathematics. Oct 2021 108(1-2):35-64. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Distance Education, Secondary School Mathematics, Mathematics Teachers, Teacher Attitudes, School Closing, Technological Literacy, Self Efficacy, Videoconferencing, Comparative Education, Foreign Countries |
| Geographic Terms: | Belgium, Germany, Netherlands |
| DOI: | 10.1007/s10649-021-10094-5 |
| ISSN: | 0013-1954 |
| Abstract: | The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices--in many cases at a distance through digital technology--because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers' practices, as well as students' views and experiences related to the teacher's practices. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1316640 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices--in many cases at a distance through digital technology--because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers' practices, as well as students' views and experiences related to the teacher's practices. |
|---|---|
| ISSN: | 0013-1954 |
| DOI: | 10.1007/s10649-021-10094-5 |
