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

Abstract

<p> 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 <a href="https://www.sciencedirect.com/topics/social-sciences/inequality" title="Learn more about inequalities from ScienceDirect's AI-generated Topic Pages">inequalities</a> 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. <br></p>