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Teaching math in real time.

Wes Maciejewski1

  • 1San José State University, San Jose, USA.

Educational Studies in Mathematics
|December 22, 2021
PubMed
Summary
This summary is machine-generated.

This narrative explores teaching mathematics during the SARS-CoV-2 pandemic, highlighting how sudden disruptions revealed instabilities in educational practices and theories. It serves as a reflection for improving future teaching and understanding. Keywords: mathematics education, pandemic, SARS-CoV-2, educational practices.

Keywords:
Authentic mathematics educationCOVID-19General mathematics educationMathematical modelingUndergraduate mathematics education

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Area of Science:

  • Education
  • Mathematics
  • Sociology

Background:

  • Collective traumatic events, like the SARS-CoV-2 pandemic, necessitate authentic accounts to prevent idealized retrospectives.
  • Personal narratives are crucial for processing events and informing future practices in education and research.

Purpose of the Study:

  • To offer a first-person narrative of daily experiences teaching mathematics in the USA during the SARS-CoV-2 pandemic.
  • To examine how sudden disruptions in educational practices reveal underlying instabilities and theoretical challenges.

Main Methods:

  • A qualitative, narrative inquiry approach was used, centering on the researcher's personal experiences as a mathematics practitioner and academic.
  • The study relies on a first-person account of daily teaching experiences during the pandemic.

Main Results:

  • The SARS-CoV-2 pandemic exposed significant incompleteness and instability in established mathematics educational practices.
  • Disruptions challenged the theoretical frameworks underpinning current pedagogical approaches.

Conclusions:

  • Personal narratives offer valuable insights for communal reflection on educational practices and theories.
  • Such reflections are essential for identifying areas of improvement and advancing the field of mathematics education.