Abstract
In the one hand, the world is not yet secured from COVID-19. On the other hand, educational planning is a continuous activity. The Federal Democratic Republic of Ethiopia is going to implement new curricula since 2021/22 academic year. So, what lessons or challenges could be derived from this era? This might be an opportunity for educators and researchers to forward inputs to the decision making bodies. In this article, the construct “opportunity to learning” (OTL) is taken as a parameter for addressing one of the goals of education: equitable access in mathematics education. This was done by adopting two frameworks: NCTM & NCSM (2020) and Walkowiak, Pinter, & Berry (2017). Finally, we come up with ten discussion points in order to boost the equitable access for all learners. Our work may serve as a position paper to inform curriculum implementers and educational material producers in countries like Ethiopia.
Highlights
The year 2020 has been a terrible season for people of the world due to the corona virus (COVID-19)
When we browse on mathematics education during this pandemic, we found a report that says: “COVID-19 exposes Mathematics Education inadequacies” (Tanton, 18 April 2020)
As part of EdTech and corona virus (COVID-19) series, McAleavy et al (2020), stated the following as the best practice for remote teaching: “The Chinese authorities reviewed the literature and identified key pedagogical risks in moving to remote learning: teachers can be overwhelmed by the duration challenge of organizing online resources; teachers need training or support when moving to remote pedagogy; some learners lack mature skills in self-regulation and independent study.”
Summary
The year 2020 has been a terrible season for people of the world due to the corona virus (COVID-19). The launching of the Sputnik satellite (by the former Soviet Union) triggered educational funding for education at all levels (NCTM 1989, 1991, 1995; Tesfamicael, 2019) Another occasion happened in Germany when PISA (Programme for International Student Assessment) tests of 15-year-old students from all over the world scores in mathematics was lower than the OECD average (OECD, 2000). At the beginning of this academic year, Million Matiwos, a State Minister of Education, gave a statement to the Media on the situation related to the re-opening of schools He told that lower-grade level students would be given priority based on three shifts. Some public universities in the country had promised to continue and complete their programmes according to their academic calendar; courses were planned to be delivered through online learning platforms It was only and partially observed in postgraduate students. The challenge created by the virus on teachinglearning is taken as an opportunity to point out the limitations of mathematics education programmes in the country that existed even before the pandemic
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