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

Doğan Oğuzhan; Erhan Gönül Kurt; Haser Çiğdem

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

Doğan Oğuzhan
Erhan Gönül Kurt
Haser Çiğdem
Katso/Avaa
Haser_Dogan_Erhan_IJED_2022.pdf (455.5Kb)
Lataukset: 

Elsevier
doi:10.1016/j.ijedudev.2021.102536
URI
https://doi.org/10.1016/j.ijedudev.2021.102536
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Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2022021619517
Tiivistelmä

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.

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  • Rinnakkaistallenteet [19207]

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