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Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning

  • Amedu, Jerome [1] ; Hollebrands, Karen [1]
    1. [1] North Carolina State University

      North Carolina State University

      Township of Raleigh, Estados Unidos

  • Localización: REDIMAT, ISSN-e 2014-3621, Vol. 11, Nº. 1, 2022 (Ejemplar dedicado a: REDIMAT), págs. 71-85
  • Idioma: inglés
  • DOI: 10.17583/redimat.8872
  • Títulos paralelos:
    • Percepciones de los maestros sobre el uso de la tecnología para enseñar matemáticas durante el aprendizaje remoto de COVID-19
  • Enlaces
  • Resumen
    • español

      En este estudio investigamos las percepciones de dos profesores de secundaria sobre los problemas relacionados con la enseñanza remota de matemáticas y los factores que contribuyeron a su uso de la tecnología mientras enseñaban en línea. Los resultados muestran que a ambos profesores les resultó más difícil enseñar matemáticas online en comparación con la enseñanza presencial. Las principales preocupaciones expresadas por estos docentes se centraron en la dificultad para recibir retroalimentación de los estudiantes y la interacción limitada de los estudiantes. También expresaron su preocupación por la dificultad de implementar aspectos de un plan de estudios basado en tareas basadas en gran medida en el discurso y la interacción en el aula; y el desafío de encontrar recursos utilizables y de calidad para la instrucción online. Este estudio también identificó varios factores que influyeron en el uso de la tecnología por parte de los maestros durante el aprendizaje remoto de COVID-19. Se discuten las implicaciones para el desarrollo profesional docente, la instrucción en línea y la política.

    • English

      There are concerns that current remote learning efforts in response to COVID-19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on the difficulty to receive feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty in implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for online instruction.  This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed.

      Keywords COVID-19 pandemic, remote learning, technology, perception, MVP curriculum, classroom-based instruction.

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