文章基本信息

标题：Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings
本地全文：下载
作者：James Russo ; Janette Bobis ; Ann Downton 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2021
卷号：11
期号：2
页码：35
DOI：10.3390/educsci11020035
出版社：MDPI Publishing
摘要：Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents’ negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.
关键词：COVID-19; mathematics education; online teaching; parent attitudes; primary education; productive struggle; remote learning; teacher attitudes COVID-19 ; mathematics education ; online teaching ; parent attitudes ; primary education ; productive struggle ; remote learning ; teacher attitudes