Yılmaz Zuhal, Gülbağcı Dede Hande, Sears Ruthmae, Yıldız Nielsen Selin
Graduate School of Education, University of California Riverside, 1207 Sproul Hall, Riverside, CA 92521 USA.
Department of Mathematics and Science Education, Marmara University, Istanbul, Turkey.
Educ Stud Math. 2021;108(1-2):307-331. doi: 10.1007/s10649-021-10060-1. Epub 2021 Jun 2.
The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students' diverse social, economic, and academic background, this study sought to examine teachers' perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers' perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers' beliefs, expectations for students, access to resources, students' socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.
新冠疫情是一种前所未有的情况，它影响了社会的各个方面，包括教育。数百万学生发现自己正在适应一种新的数学教学媒介，更不用说那些不得不通过远程方式提供教学的教师了。考虑到学生多样的社会、经济和学术背景，本研究旨在探讨教师对于在远程教学期间支持或阻碍数学教学中公平性的因素的看法，以及这些因素与面对面教学时所采用的做法有何不同。我们还试图记录教师对于他们如何在数学教学中关注公平性以支持有语言障碍学生的看法。我们采访了九位教师，以探讨他们对于在远程教学与面对面教学相比时支持或阻碍数学教学公平性的因素的看法，以及他们如何支持学生的多样化需求（包括语言障碍）。本研究中有一些显著因素支持或阻碍了公平的数学教学，例如教师的信念、对学生的期望、资源获取、学生的社会经济地位以及语言障碍。因此，建议政策制定者、学校管理人员和教师需要合作，进行系统规划，以确保所有学生都能获得高质量的数学教育。
