Hodgen, J; Taylor, B; Jacques, L; Tereshchenko, A; Kwok, R; Cockerill, M; (2020) Remote mathematics teaching during COVID-19: intentions, practices and equity. UCL Institute of Education: London, UK.

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Abstract

On 20 March 2020, schools in England closed for almost all pupils. In an attempt to mitigate the loss of around 15 weeks of normal schooling, secondary schools have provided remote teaching for pupils. Whilst there is a growing research base, the effects of this school closure are as yet poorly understood. To date, research during school closure has been mostly based on large-scale surveys and has only examined schools’ approaches to remote teaching in very broad terms, largely focused on the early part of lockdown. Drawing on data collected later, when schools had had more time to put arrangements in place, this report presents findings about remote teaching provision and pupil participation in mathematics learning in Year 7, the first year of secondary schooling in England. The findings outline the remote teaching provided by schools during this period and how this differs by pupil prior attainment and socio-economic disadvantaged backgrounds. The findings in this report are drawn from a survey administered in May to Heads of Mathematics in secondary schools (N=49) and follow-up in-depth interviews conducted in June with a sub-sample (N=17). The sample was drawn from a larger sample of schools participating in the Student Grouping Study1, some of whom teach mathematics by setting pupils and others by teaching pupils in mixed attainment groups.

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