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RESEARCH PAPER
Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools
1
Monash University, AUSTRALIA
2
Wooranna Park Primary School, AUSTRALIA
3
Spensley Street Primary School, AUSTRALIA
Publication date: 2021-04-14
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1957
KEYWORDS
ABSTRACT
In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began
an unprecedented time of remote learning. The current study aimed to understand how teachers
planned and implemented mathematics learning programs for their students, the challenges they
encountered, as well as the degree to which their students were motivated or engaged when
learning mathematics at home. Two teachers from two Australian primary schools who shared a
similar contemporary teaching and learning philosophy emphasising inquiry-based learning were
interviewed, and students were surveyed anonymously about their engagement (cognitive,
emotional, social and behavioural) when learning mathematics from home. Findings indicated
that both teachers were concerned about effectively catering for all students and assessing
student progress and engagement with the tasks. Survey data revealed most students displayed
positive engagement with remote learning experiences, except for the lack of opportunity to learn
mathematics with and from their peers.
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