Reimagining Mathematics Education During the COVID-19 Pandemic

Anjali Khirwadkar,Wendy Forbes,Joyce Mgombelo,Sheliza Ibrahim Khan,Snezana Ratkovic

doi:10.26522/brocked.v29i2.839

Abstract

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K-12 level during the COVID-19 pandemic. The essay highlights the importance of education researchers using an appropriate framework in understanding the emerging mathematics education realities. It encourages education researchers to pay attention to this call to action while recognizing that such an action is not without challenges. To address the challenges, education researchers must engage with the evolving mathematics education environment and community by innovating and reimagining their research tools and techniques.

Highlights

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K 12 level during the COVID-19 pandemic
Given the constraints of the pandemic, we ask the following questions: How are education stakeholders adapting within the current mathematics teaching and learning environment? How can an enactive approach frame our understanding of the co-evolving mathematics education environment and community during the pandemic climate?
As we continue grappling with the COVID-19 situation, we turn to an enactive approach and propose a contemplative space to make sense of the constraints caused by the pandemic and the opportunities for reimagining research in mathematics education

Summary

Introduction

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K 12 level during the COVID-19 pandemic. We wonder how the online mathematics education environment and mathematics community (students/teachers/parents/policy makers/education researchers) are being reimagined. Given the constraints of the pandemic, we ask the following questions: How are education stakeholders (teachers, parents, students, etc.) adapting within the current mathematics teaching and learning environment? How can an enactive approach frame our understanding of the co-evolving mathematics education environment and community during the pandemic climate?

Results

Conclusion