Transitioning the Elementary Mathematics Classroom to Virtual Learning: Exploring the Perspectives and Experiences of Teachers

Transitioning the Elementary Mathematics Classroom to Virtual Learning: Exploring the Perspectives and Experiences of Teachers

Christie Lynn Martin, Kristin E. Harbour, Drew Polly
Copyright: © 2021 |Pages: 23
DOI: 10.4018/978-1-7998-6922-1.ch015
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Abstract

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.
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Background

The next section offers a synthesis of effective practices identified by the National Council for Teachers of Mathematics ([NCTM], 2014) pertaining to teaching mathematics conceptually, using high-quality mathematics tasks during instruction, facilitating productive mathematical discourse, and teaching with multiple representations of mathematical concepts.

Effective Mathematics Teaching Practices Overview

As we consider the teaching practices that participants noted using prior to the COVID-19 pandemic, we must first consider what research indicates as effective practices for the teaching and learning of mathematics. In the following section, we outline four effective teaching practices. While NCTM (2014) indicates eight effective teaching practices, we keep our review to the following four as they encompass many of the practices our teacher participants indicated engaging with prior to the shift to virtual instruction.

Key Terms in this Chapter

Procedural Fluency: Being able to use procedures accurately and efficiently.

Professional Learning Communities: A way to organize teachers to collaborate and engage in professional learning.

Mathematical Discourse: Students articulating their ideas to build understanding of mathematics.

National Council of Teachers of Mathematics (NCTM): Founded in 1920, it is the largest mathematics education organization.

Conceptual Fluency: Comprehension of mathematical operations and being able to flexibly use procedures competently.

Mathematical Representations: Visible or physical productions of mathematical expressions, such as models, manipulatives, number lines, etc.

Virtual Manipulatives: Enhanced versions of objects for students to manipulate using technology.

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