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ABSTRACT

The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers’ integration of digital resources. Using purposive sampling, we surveyed 50 participants—across urban, suburban, and rural districts—throughout the United States. The descriptive survey focused on six aspects of teachers’ practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students’ mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students’ mathematics and social emotional learning, regardless of the environment or situation.

Keywords: digital technology, remote instruction, teachers’ mathematics practices, students’ social emotional learning