Barrow, E; Golding, J; Grima, G; (2021) ‘It’s been worth the effort’: Primary school teachers learning to teach mathematics remotely during the pandemic. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. 01). British Society for Research into Learning Mathematics: Online.

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Abstract

We draw on Spring 2021 findings from a 2019-2022 study of impact and use of a ‘mastery’-oriented primary (ages 4-11) mathematics resource, ‘Power Maths’, in England. The study follows 40 classes of primary children and their teachers, in 20 schools, over two years. Our findings span the return into school from the early 2021 lockdown period, comparing and contrasting teachers’ approaches across the two pandemic-related lockdown periods, the first in March-June 2020. Most teachers developed a significantly wider range of, and confidence in, remote learning practices. They came to expect more, and active, new learning, rather than aiming just to consolidate prior knowledge. Many developed active selection of the most appropriate topics for home learning, substantially increased ‘live’ teaching, and found ways to more proactively monitor work. Despite this, some challenges persisted: providing effective formative assessment and insecure knowledge of parental support and of gaps in children’s learning.

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