ERIC Number: EJ1326799
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1012-2346
EISSN: N/A
Bridging Powerful Knowledge and Lived Experience: Challenges in Teaching Mathematics through COVID-19
Pythagoras, v42 n1 Article 593 2021
The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners' lifeworlds. Given that COVID-19 created major disruptions in all learners' lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners' out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners' lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone; they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners' lifeworlds.
Descriptors: COVID-19, Pandemics, Mathematics Instruction, Grade 10, Relevance (Education), Teaching Methods, Foreign Countries, Social Problems, School Closing, Educational Technology, Electronic Learning, Public Schools, Private Schools, Mathematical Concepts, Concept Formation, Barriers, Student Attitudes, Mathematics Skills, Secondary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A