Abstract
The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers’ instruction. This study examined teachers’ use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers’ experiences.
Highlights
Teachers world-wide transitioned to emergency remote teaching modalities when the COVID-19 pandemic commandeered society in mid-March of 2020 (Hodges et al, 2020; Viner et al, 2020)
Technology by students to turn in work (91.18%;62 participants). Following these two most frequently used digital technologies of assigning work and turning in work, there was a considerable decrease in frequency with the most-used digital technology (i.e., Using digital programs to make videos of math concepts or strategies) being only used at least a few times a week in virtual teaching by 48 participants
The three least frequently used digital technologies in virtual teaching were: (a) using videos made by others to help your students (63.23%; participants), (b) using virtual manipulatives to allow students to explore a math concept (64.71%; participants), and (c) using digital programs to make videos of mathematics concepts (67.65%; 46 participants)
Summary
Participants were recruited via social media (e.g., Facebook and Twitter) and e-mail to alumni of our teacher preparation programs to complete an online survey. The survey included a combination of Likert scale items and open-ended questions (see Appendix for survey questions). For research questions 1–3, descriptive statistics and paired samples t-tests were conducted using SPSS 27 (IBM Corp, 2020) using the Likert scale items. Paired-samples t-tests were conducted to compare the means for digital technologies and mathematical activities between remote teaching and in-person teaching. We elected to include data from all research questions in this paper based on the purpose to study both teachers’ use, perceptions, and experiences of teaching mathematics in an emergency remote learning environment (i.e., virtual teaching) as well as their current practices that teachers have returned to in-person teaching
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