Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools

Penelope Kalogeropoulos; Anne Roche; James Russo; Sapna Vats; Toby Russo

doi:10.29333/ejmste/10830

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Penelope Kalogeropoulos ¹ ^* , Anne Roche ¹, James Russo ¹, Sapna Vats ², Toby Russo ³

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¹ Monash University, AUSTRALIA² Wooranna Park Primary School, AUSTRALIA³ Spensley Street Primary School, AUSTRALIA^* Corresponding Author

Abstract

In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers.

Keywords

COVID-19
primary education
mathematics
inquiry-based learning
student engagement
remote learning

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 5, May 2021, Article No: em1957

https://doi.org/10.29333/ejmste/10830

Publication date: 14 Apr 2021

Article Views: 6079

Article Downloads: 33193

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1957. https://doi.org/10.29333/ejmste/10830

Vancouver

Kalogeropoulos P, Roche A, Russo J, Vats S, Russo T. Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. EURASIA J Math Sci Tech Ed. 2021;17(5):em1957. https://doi.org/10.29333/ejmste/10830

AMA

Kalogeropoulos P, Roche A, Russo J, Vats S, Russo T. Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. EURASIA J Math Sci Tech Ed. 2021;17(5), em1957. https://doi.org/10.29333/ejmste/10830

Chicago

Kalogeropoulos, Penelope, Anne Roche, James Russo, Sapna Vats, and Toby Russo. "Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1957. https://doi.org/10.29333/ejmste/10830

Harvard

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., and Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1957. https://doi.org/10.29333/ejmste/10830

MLA

Kalogeropoulos, Penelope et al. "Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1957. https://doi.org/10.29333/ejmste/10830