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Distance Mathematics Education in Flanders, Germany, and the Netherlands during the COVID 19 Lockdown--The Student Perspective

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Title: Distance Mathematics Education in Flanders, Germany, and the Netherlands during the COVID 19 Lockdown--The Student Perspective
Language: English
Authors: Thurm, Daniel (ORCID 0000-0001-6531-5271), Vandervieren, Ellen (ORCID 0000-0003-1569-5274), Moons, Filip (ORCID 0000-0002-5368-3429), Drijvers, Paul (ORCID 0000-0002-2724-4967), Barzel, Bärbel (ORCID 0000-0001-6249-0891), Klinger, Marcel (ORCID 0000-0003-4844-1879), van der Ree, Heleen, Doorman, Michiel (ORCID 0000-0002-3233-3673)
Source: ZDM: Mathematics Education. Feb 2023 55(1):79-93.
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: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: COVID-19, Pandemics, School Closing, Distance Education, Mathematics Education, Teacher Attitudes, Teaching Methods, Evaluation Methods, Secondary School Students, Secondary School Mathematics, Student Attitudes, Student Experience, Gender Differences, Access to Computers, Family Environment, Mathematics Teachers, Secondary School Teachers, Foreign Countries, In Person Learning
Geographic Terms: Belgium, Germany, Netherlands
DOI: 10.1007/s11858-022-01409-8
ISSN: 1863-9690
1863-9704
Abstract: In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1367516
Database: ERIC
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  Data: Distance Mathematics Education in Flanders, Germany, and the Netherlands during the COVID 19 Lockdown--The Student Perspective
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  Data: <searchLink fieldCode="AR" term="%22Thurm%2C+Daniel%22">Thurm, Daniel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6531-5271">0000-0001-6531-5271</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vandervieren%2C+Ellen%22">Vandervieren, Ellen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1569-5274">0000-0003-1569-5274</externalLink>)<br /><searchLink fieldCode="AR" term="%22Moons%2C+Filip%22">Moons, Filip</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5368-3429">0000-0002-5368-3429</externalLink>)<br /><searchLink fieldCode="AR" term="%22Drijvers%2C+Paul%22">Drijvers, Paul</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2724-4967">0000-0002-2724-4967</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barzel%2C+Bärbel%22">Barzel, Bärbel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6249-0891">0000-0001-6249-0891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Klinger%2C+Marcel%22">Klinger, Marcel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4844-1879">0000-0003-4844-1879</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+der+Ree%2C+Heleen%22">van der Ree, Heleen</searchLink><br /><searchLink fieldCode="AR" term="%22Doorman%2C+Michiel%22">Doorman, Michiel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3233-3673">0000-0002-3233-3673</externalLink>)
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1007/s11858-022-01409-8
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  Data: 1863-9690<br />1863-9704
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  Data: In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.
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