Teacher Views of Parent Roles in Continued Mathematics Home Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Vale, Pamela; Graven, Mellony
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Teacher Views of Parent Roles in Continued Mathematics Home Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Parent Role; Mathematics Instruction; COVID-19; Pandemics; Foreign Countries; Parent Teacher Cooperation; Parents as Teachers; Grade 4; Grade 5; Grade 6; Grade 7; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Parental role; Elternrolle; Mathematics lessons; Mathematikunterricht; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two questionnaires administered from 2020 to 2021. Twenty-five Grade 4-7 mathematics teachers from schools in the Eastern Cape province took part in the study. We address the question: What were teacher perspectives on the role of parents in the continuation of mathematics teaching and learning during COVID-19 and the gradual reopening of schools? We explore the teacher responses and show how the pandemic context provided a stimulus to forge stronger teacher-parent relationships and opened opportunities for productive ways of extending mathematics learning almost exclusively undertaken in the classroom into homes. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01