Abstract
The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT. An online questionnaire was applied, and the answers were quantitatively analyzed. Given the use of a large number of digital resources and the high percentage of self-developed materials using educational software, secondary mathematics teachers reflected adequate digital competence and TPCK for teaching mathematics. The sudden transition to ERT forced teachers to slow down the pace of teaching and to reduce the content taught. Significant differences were observed based on gender and age with respect to teachers’ perception of their adaptation to ERT. Despite the positive influence of previous training on their perception of readiness for ERT, in general, teachers recognized that they need more training. The demand for preparation for video editing and online quiz composition can be considered for the design of future training programs.
Highlights
Regarding the fourth research question, secondary mathematics teachers’ perception of their adaptation to the emergency remote teaching (ERT) situation caused by the COVID-19 pandemic was measured according to different factors such as the age of the participants, their gender, their teaching experience, the educational level at which they teach, their previous training in digital tools, and their perception of their level of digital teaching competence
To analyze the factors influencing the secondary mathematics teachers’. Perception of their adaptation to the ERT situation caused by the COVID-19 pandemic, several inferential statistical analyses were carried out
The COVID-19 pandemic has been a trigger for ERT and a challenge for equity [22]
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Despite the importance that information and communications technology (ICT) acquired in the teaching and learning of mathematics in the last quarter of the 20th century, the challenges for teachers in the 21st century are exponentially increasing. Teachers must face a generation of students who were born in a digital world, being users of different devices and having access to the Internet since their early childhood [1]. Teachers are being asked to transmit knowledge, but to promote the integral development of their students, including digital literacy. There are different definitions of this term, some of which relate it with other literacies, such as reading literacy, mathematical literacy, media literacy, or data literacy [2]. The Horizon Report [3]
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