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Rather than focusing only on negative impacts, the study identifies mathematics teaching practices that proved effective during the pandemic and explores which of these practices can be sustained afterward to support student outcomes. It highlights the continuing role of technology and the effect of exemplary teachers across the pandemic period.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-mathematics-during-covid-19-lessons-learned-and-best-practices/579543/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-mathematics-during-covid-19-lessons-learned-and-best-practices/579543.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper focus on regarding COVID-19 in education?","Question",{"text":112,"@type":113},"It examines how the pandemic affected teachers of mathematics and identifies pedagogical and assessment changes that teachers plan to continue after the pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which issues are discussed as major COVID-19 impacts on education?",{"text":117,"@type":113},"The text describes learning loss, student disengagement, increased teacher workload and stress, and concerns such as cheating on assessments, along with reduced engagement and mental health effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What positive changes does the paper consider for future mathematics teaching?",{"text":121,"@type":113},"It looks for instructional and assessment strategies implemented during the pandemic that teachers may maintain afterward, with an emphasis on the continuing use of technology and effective exemplar practices by outstanding teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579543,1792640637,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Journal of Instructional Pedagogies Volume 30  \nTeaching mathematics during COVID-19: Lessons learned and best practices  \nJeff Irvine  \nNipissing University  \nWendy Telford  \nPeel District School Board (retired)  \nPaul Alves  \nPeel District School Board  \nAmanda Cloutier   \nPeel District School Board     \nABSTRACT  ~~ ~~  \nThe COVID-19 pandemic has been called an e~~ducational     ~~ catastrophe. It caused massive  \ndisruptions in education, learn~~ing loss for students~~,~~ and massive inc~~reases in teacher workloads,  \nstress, and health-related issues. There were significant issues of student disengagement and  \nrampant cheating on assessme~~nts~~.~~ This paper looks not at the    ~~hu~~ge ne~~gative impacts of COVID-  \n19 but seeks rather to identify~~ teaching practices in mathem~~atics that may have been effective  \nduring the pandemic and that ~~may be maintained after th~~e pandemic to benefit students. What  \nwas learned is that best practices in mathematics teaching, while certainly influenced by the pandemic, remain best practices going forward. One major change is the continuing use of technology in mathematics teaching, a change in which the necessary use during the pandemic  \nmay have served as exemplars for~~ teachers who will t~~hen continue these practices after the  \npandemic. This study also emph~~asized that exemplar~~y teachers remained exemplary teachers  \nbefore, during, and after the p~~andemic had impacte~~d the teaching of mathematics.  \nKeywords: COVID-19, m~~athematic~~s teaching, assessment, effective practices  \nCopyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at [http://www.aabri.com/copyright.html](http://www.aabri.com/copyright.html)  \nTeaching mathematics during COVID, Page 1  \nJournal of Instructional Pedagogies Volume 30  \nINTRODUCTION  \nSiddiquei and Kathpal (2021) identify six educational constituencies impacted by COVID-19: students, instructors, institutions, infrastructure, content, and motivational factors. They list challenges for students including readiness for technical skills to learn online, network and speed issues, identification, interaction, and participation. For instructors, challenges were identified as preparation, teaching style transitions to online teaching, and communication barriers related to online teaching. Institutional challenges were training for teachers and students, technical and multimedia support, technical troubleshooting, and online counseling sessions for teachers. For content, challenges were the development of new material, multimedia tools, regular assignments, checking assignments, and receiving regular feedback from students. Technological challenges were network stability and speed, device suitability, ease of use, and tools for conferencing for online teaching. Motivational factors for teachers were identified as a sense of job security, salary being on time, family support, mental a~~n~~d emotional support of  \npeers, and support from higher authorities (Siddiquei & Kathpal, ~~2021)    ~~ All of these factors were  \nimpacted by the pandemic. This paper will address only some of t~~hese f~~actors, with a focus on classroom factors such as pedagogy and assessment.    \nThe COVID-19 pandemic was an unprecede~~nted~~,~~ prolonge~~d disruptive and traumatic  \nevent for education around th~~e world Schools in Ontario~~,~~ Canad~~a, were closed to in-person  \nlearning for a total of 29 weeks over the period from March 2020 to September 2022. This was longer than for any other Canadian province and most other education jurisdictions. The abrupt shift to emergency remote teaching (ERT) was not by choice for either students or teachers.  \nThus, the usual reasons for sel~~ecting online learning did n~~ot apply (Knopik & Domaga􀀊a-Zyśk,  \n2022). Trust and Whalen (2020) found a significant number of teachers were ill-prepared for ERT due to lack of sufficient or current te","cbCaigKWQEwNH8Hf","https://ap.wps.com/l/cbCaigKWQEwNH8Hf","pdf",1081255,34,"English","# Introduction\n## Background: COVID-19 impacts on education constituencies\n## Emergency remote teaching in Ontario and challenges\n## Negative and potential positive outcomes for mathematics teaching","[{\"question\":\"What does the paper focus on regarding COVID-19 in education?\",\"answer\":\"It examines how the pandemic affected teachers of mathematics and identifies pedagogical and assessment changes that teachers plan to continue after the pandemic.\"},{\"question\":\"Which issues are discussed as major COVID-19 impacts on education?\",\"answer\":\"The text describes learning loss, student disengagement, increased teacher workload and stress, and concerns such as cheating on assessments, along with reduced engagement and mental health effects.\"},{\"question\":\"What positive changes does the paper consider for future mathematics teaching?\",\"answer\":\"It looks for instructional and assessment strategies implemented during the pandemic that teachers may maintain afterward, with an emphasis on the continuing use of technology and effective exemplar practices by outstanding teachers.\"}]","Teaching mathematics during COVID-19 - Lessons learned and best practices | PDF",1792035839,86]