Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown

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 mathem... Mehr ...

Verfasser: Drijvers, Paul
Thurm, Daniel
Vandervieren, Ellen
Klinger, Marcel
Moons, Filip
van der Ree, Heleen
Mol, Amy
Barzel, Barbel
Doorman, Michiel
Dokumenttyp: Artikel
Erscheinungsdatum: 2021
Schlagwörter: Educational sciences
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-27213210
Datenquelle: BASE; Originalkatalog
Powered By: BASE
Link(s) : https://hdl.handle.net/10067/1824970151162165141

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.