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Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics during COVID-19 Disruptions

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Title: Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics during COVID-19 Disruptions
Language: English
Authors: Eben B. Witherspoon (ORCID 0000-0003-0987-3679), Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170243
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Online Courses, Learning Management Systems, COVID-19, Pandemics, Teaching Methods, Grade 7, Mathematics Teachers, Mathematics Instruction, Teaching Experience, Faculty Development, Technological Literacy, Pedagogical Content Knowledge, Technical Assistance, School Districts, Coaching (Performance), Distance Education
ISSN: 2332-8584
Abstract: Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a "black box" around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers' level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E195901V1
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1455200
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Eben+B%2E+Witherspoon%22">Eben B. Witherspoon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0987-3679">0000-0003-0987-3679</externalLink>)<br /><searchLink fieldCode="AR" term="%22Max+Pardo%22">Max Pardo</searchLink><br /><searchLink fieldCode="AR" term="%22Kirk+Walters%22">Kirk Walters</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+Garrett%22">Rachel Garrett</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+Hilbert%22">Matthew Hilbert</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Ford%22">Jennifer Ford</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+B%2E+Hsin%22">Lisa B. Hsin</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+A%2E+Rodgers%22">Melissa A. Rodgers</searchLink><br /><searchLink fieldCode="AR" term="%22Dionisio+Garcia+Piriz%22">Dionisio Garcia Piriz</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Burr%22">Lauren Burr</searchLink><br /><searchLink fieldCode="AR" term="%22Leslie+Thornley%22">Leslie Thornley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Assistance%22">Technical Assistance</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
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  Data: Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a "black box" around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers' level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.
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  Data: As Provided
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  Data: https://doi.org/10.3886/E195901V1
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  Data: 2025
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  Data: EJ1455200
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      – Text: English
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      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Learning Management Systems
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      – SubjectFull: COVID-19
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Grade 7
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Faculty Development
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      – SubjectFull: Technological Literacy
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