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Article

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996, USA
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Author to whom correspondence should be addressed.
Academic Editor: Palitha Edirisingha
Educ. Sci. 2021, 11(2), 60; https://doi.org/10.3390/educsci11020060
Received: 29 December 2020 / Revised: 1 February 2021 / Accepted: 2 February 2021 / Published: 5 February 2021
During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children’s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction. View Full-Text
Keywords: parental involvement; home-school relationships; Twitter; social media; remote learning; COVID-19; mathematics education parental involvement; home-school relationships; Twitter; social media; remote learning; COVID-19; mathematics education
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MDPI and ACS Style

Harper, F.K.; Rosenberg, J.M.; Comperry, S.; Howell, K.; Womble, S. #Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents. Educ. Sci. 2021, 11, 60. https://doi.org/10.3390/educsci11020060

AMA Style

Harper FK, Rosenberg JM, Comperry S, Howell K, Womble S. #Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents. Education Sciences. 2021; 11(2):60. https://doi.org/10.3390/educsci11020060

Chicago/Turabian Style

Harper, Frances K., Joshua M. Rosenberg, Sara Comperry, Kay Howell, and Sierra Womble. 2021. "#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents" Education Sciences 11, no. 2: 60. https://doi.org/10.3390/educsci11020060

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