Distance Mathematics teaching during lockdown

By: aILYn V. aLVaReZ,

The COVID-19 pandemic has had a significant influence on schooling. Schools were closed, and math teachers were faced with the task of establishing alternate teaching techniques, including using digital technology to educate at a distance. The loss of instructional time is one of the most significant effects of coronavirus on instructors and pupils. Students are unlikely to participate in a full day of education for a time, regardless of the mode of instruction.

Teachers must analyze their mathematical standards and identify what the most significant learning goals are for students to master when they plan for instruction. Teachers must design clear, focused, and short lessons while planning for instruction. To give pupils enough time to comprehend and internalize information, a single lesson may need to be broken out over many days.

Teachers must make mathematics accessible to pupils and develop connections in order for mathematics to be relevant to them. It is critical that pupils understand that mathematics learning extends beyond their teacher’s classroom time. Manipulatives, physical or virtual, real objects, and other images are critical in helping pupils understand arithmetic ideas. Teachers may help students understand math by encouraging them to utilize real-life objects from home during class. Students can continue to investigate the topic by partitioning food items after working on splitting things into halves, fourths, and eighths. Another suggestion is for kids to look around their living room for examples of various angles.

Long periods of social isolation have resulted as a result of the pandemic, yet kids still require interaction to aid in their constructive struggle and to comprehend what is being taught. Interaction with their teachers and classmates is essential for pupils. Time is scarce now more than ever, and it should not be spent on pupils acquiring the perfect scores. In order to make future sessions more targeted, teachers must devote time to determining the degree of students’ knowledge. Feedback from teachers should be detailed and offer pupils with enough information to determine what they should do next. Focused feedback can also make learners feel more secure in their mathematical ability, which will inspire them to participate more actively throughout class.(