The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Math and Equity in the Time of COVID: Teaching Challenges and Successes
Open accessAbstract
Background: This article describes teachers’ equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing inquiry-based, student-centered instruction. Methods: This study took place under conditions promulgated by the COVID-19 pandemic. Nine teachers agreed to share their observations and experiences with the sudden switch to teaching mathematics online. Our methods included two online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori, and emergent themes (Charmaz, 1995; Emerson et al., 2011). Findings: The results indicate that our participants experienced concerns for students and families struggling to effectively engage with and access online education, and shared the practices and online tools they found most and least helpful in enacting equitable instruction. Contribution: This work sheds light on how skilled and caring teachers leveraged prior experiences, collegial support, and technological tools to meet the challenges brought by the sudden transition to online mathematics pedagogy.
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Teachers from nine communities in the northwestern United States did not feel prepared enough with training and resources to move to an online setting.
“Findings from a survey from nine teachers from communities in the northwestern United States indicated that teachers did not feel prepared enough with training and resources to move to an online setting (Ruef et al., 2022).”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Ruef et al., 2022
The Participants and Context section identifies nine teachers from the Northwestern United States. The Anxiety and loss section says the teachers did not feel adequately supported in finding materials and digital tools for online teaching, while a response in Additional information reports little training and a need for more. The paper does not establish that the group as a whole felt insufficiently trained. (LLM, conf=0.82)
Experimental — accuracy not yet measuredStudents of low income and students of color were hit hardest by the pandemic due to lack of resources, differences in support from home, and varied access to technology.
“Students of low income and students of color were hit the hardest due to the lack of resources, differences in support from home, and varied access to technology (Ruef et al., 2022).”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Ruef et al., 2022
The “Variation in home supports” and “Summary of challenges to equity” sections report that differences in technology access, family support, and resources affected students’ opportunities to learn. A teacher also links a technology-learning barrier to family income. The paper does not establish that low-income students and students of color were the groups hit hardest. (LLM, conf=0.86)
Experimental — accuracy not yet measuredFewer students in low income and in schools for predominantly Black and Latino students started the 2021-22 school year grade level ready.
“Additionally, it was also found that fewer students in low income and in schools for predominately Black and Latino students started the 2021-22 school year grade level ready.”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Ruef et al., 2022
The “Summary of challenges to equity” and “Variation in home supports” sections describe unequal access to learning during the pandemic, but do not report grade-level readiness at the start of the 2021–22 school year or results for low-income students and predominantly Black and Latino schools. Searches for those specific terms and for grade-level readiness found no supporting passage in our copy; page numbers were not provided. (LLM, conf=0.76)
Experimental — accuracy not yet measuredFewer students are ready for grade level work, particularly in mathematics, after the pandemic.
“It was found that fewer students are ready for grade level work, particularly true in mathematics.”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Ruef et al., 2022
The “Variation in home supports” section reports exacerbated gaps in opportunities for learning during online instruction, but does not assess whether fewer students were ready for grade-level work afterward. Searches for grade-level readiness and pandemic learning loss found no passage establishing the claimed decline or showing it was particularly pronounced in mathematics. Page numbers were not available in our copy. (LLM, conf=0.72)
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Cites
Charmaz, K. (1995) · Rethinking Methods in Psychology · doi:10.4135/9781446221792.n3 · Cited by 650
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Research works printed but not linked: 21
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COVID-19 Impact on College Algebra
Childers, A., & Lu, L. (2024) · Journal of the National Organization for Student Success · doi:10.61617/jnoss.21
Metadata
- Authors
- Ruef, J. L., Willingham, C. J., & Ahearn, M. R.
- Affiliations
- University of Oregon (US)
- James Madison University (US)
- Corresponding author
- Ruef, Jennifer L.
- Venue
- International Electronic Journal of Mathematics Education
- Publisher
- Modestum Ltd
- Published
- 2022-02-27
- Volume
- 17
- Issue
- 2
- Pages
- em0681
- ISSN
- 1306-3030 (ISSN-L)
- OpenAlex
- W4214603658
- Cited by
- 6
- References
- 1
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 1 · 2023: 2
- FWCI
- 2.69
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- International Electronic Journal of Mathematics Education (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Online Learning Methods and Innovations
- Keywords
- mathematics education, educational equity, COVID-19 pandemic, online learning, distance education, access to technology, inquiry-based teaching, student-centered instruction, teacher experiences, web-based tool, collegial support
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