Teaching from a Distance—Math Lessons during Covid-19 in Germany and Spain
Bibliographic Data
| ID | 22043415 |
|---|---|
| Authors | Simon Barlovits (0000-0002-7502-3667, Goethe University Frankfurt, corresponding author), Simone Jablonski (0000-0002-1691-4435, Goethe University Frankfurt, corresponding author), Claudia Lázaro (Federación Española de Enfermedades Raras), Matthias Ludwig (0000-0003-1296-8898, Goethe University Frankfurt), Tomás Recio (0000-0002-1011-295X, Universidad Nebrija) |
| Year | 2021 |
| Volume | 11 |
| Issue | 8 |
| Pages | 406 |
| Publication date | 2021-08-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11080406 |
| OpenAlex | W3193188683 |
| Language | EN |
| Citations received | 9 |
| References cited | 25 |
In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic
Distance education · Focus group · Geography · German · Mathematics education · Pedagogy · Sociology · Computer Science · Digital literacy in education · Educational Innovations and Technology · Medicine · Psychology
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STEM Students’ Perceptions on Emergency Online Learning during the Covid-19 Pandemic
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An Assessment of the Impact of Distance Learning on Pupils’ Performance
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts
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Students’ Perceptions of Remote Teaching and Learning
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Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the Covid-19 Pandemic
Technological Pedagogical Content Knowledge
Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the Covid-19 Pandemic
Teaching Mathematics in a Context of Lockdown
The Covid-19 pandemic and its effects on teacher education
Learning with technology during emergencies
Sind doch Corona-Ferien, oder nicht?“
Langsam vermisse ich die Schule …“
Preparing for Life in a Digital Age
Those Who Understand
Toward a Definition of Mixed Methods Research
| Unique citing works | 9 |
|---|---|
| Citations per year | 1.8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |