Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics
Challenges and Opportunities for the Post-Covid-19 Era
Bibliographic Data
| ID | 22048623 |
|---|---|
| Authors | Μaria Meletiou-Mavrotheris (0000-0001-6749-3266, European University Cyprus, corresponding author), Panagiota Konstantinou (0009-0003-7877-6407, Ministry of Education and Culture), Konstantinos Katzis (0000-0002-1470-2105, European University Cyprus), Nayia Stylianidou (0009-0001-1555-1505, European University Cyprus), Angelos Sofianidis (0000-0002-1378-9739, University of Western Macedonia) |
| Year | 2023 |
| Volume | 13 |
| Issue | 3 |
| Pages | 243 |
| Publication date | 2023-02-25 |
| 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/educsci13030243 |
| OpenAlex | W4322503433 |
| Language | EN |
| Citations received | 1 |
| References cited | 45 |
In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers’ self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers’ levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers’ self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers’ suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented
Curriculum · Descriptive statistics · Mathematics education · Medical education · Pandemic · Pedagogy · Political science · Preparedness · Qualitative research · Sociology · Thematic analysis · Digital literacy in education · Educational Innovations and Technology · Mathematics · Medicine · Psychology · Technology-Enhanced Education Studies
Applied Thematic Analysis
Online and Remote Learning in Higher Education Institutes
Using different approaches to organizing distance learning during the Covid-19 pandemic
Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters
The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery
Online Mathematics Education during the Covid-19 Pandemic
The Use of Open Educational Resources during the Covid-19 Pandemic
Let Students Talk about Emergency Remote Teaching Experience
Teaching Mathematics during the Covid-19 Lockdown in a Context of Historical Disadvantage
Emergency Remote Learning in Higher Education in Cyprus during Covid-19 Lockdown
Teachers’ Self-Efficacy during the Covid-19 Pandemic in Greece
Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the Covid-19 Pandemic
Teaching Mathematics in a Context of Lockdown
Challenges and Opportunities of Mathematics in Digital Times
Professional and psychological precursors of instructional approaches used in distance learning during Covid-19
Online teaching placement during the Covid-19 pandemic in Chile
Challenges in Distance Education During the (Covid-19) Pandemic Period
Examining How Emergency Remote Teaching Influenced Mathematics Teaching
The interaction patterns of pandemic-initiated online teaching
Navigating (and Disrupting) the Digital Divide
Using thematic analysis in psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |