Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices

Çiğdem Haser, Oğuzhan Doğan and Gönül Kurt Erhan

International Journal of Educational Development, 2022, vol. 88, issue C

Abstract: The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers’ self-reported practices, challenges, and efforts while they were trying to support their students’ learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers’ practices and revealed the existing inequalities among the schools, classrooms, and students. Students’ lack of participation, teachers’ limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss.

Keywords: Mathematics learning loss; Inequality; Remote teaching; COVID-19; Mathematics teachers; Middle school students (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059321001899
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:88:y:2022:i:c:s0738059321001899

DOI: 10.1016/j.ijedudev.2021.102536

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().