"Tell Me About": A Logbook of Teachers' Changes from Face-to-Face to Distance Mathematics Education

Autor/inn/en	Albano, Giovanna; Antonini, Samuele; Coppola, Cristina; Dello Iacono, Umberto; Pierri, Anna
Titel	"Tell Me About": A Logbook of Teachers' Changes from Face-to-Face to Distance Mathematics Education
Quelle	In: Educational Studies in Mathematics, 108 (2021) 1-2, S.15-34 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albano, Giovanna) ORCID (Antonini, Samuele) ORCID (Coppola, Cristina) ORCID (Dello Iacono, Umberto) ORCID (Pierri, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10108-2
Schlagwörter	Educational Change; Distance Education; Mathematics Education; COVID-19; Pandemics; Mathematics Teachers; Foreign Countries; Elementary School Teachers; Secondary School Teachers; College Faculty; Teaching Experience; Teacher Attitudes; Italy + Suchen Sie Ihr Suchwort? Bildungsreform; Distance study; Distance learning; Fernunterricht; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Elementary school; Grundschule; Volksschule; Fakultät; Lehrerverhalten; Italien
Abstract	In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the virtual space of an e-environment. In this paper, through a qualitative analysis of 44 collected essays composed by Italian mathematics teachers from primary school to undergraduate level during the spring of 2020, we investigate how the Italian teachers perceived the changes due to the unexpected transition from a face-to-face setting to distance education. The analysis is carried out through a double theoretical lens, one concerning the whole didactic system where the knowledge at stake is mathematics and the other regarding affective aspects. The integration of the two theoretical perspectives allows us to identify key elements and their relations in the teachers' narratives and to analyze how teachers have experienced and perceived the dramatic, drastic, and sudden change. The analysis shows the process going from the disruption of the educational setting to the teachers' discovery of key aspects of the didactic system including the teacher's roles, a reflection on mathematics and its teaching, and the attempt to reconstruct the didactic system in a new way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01