#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents
1.2. Theoretical Framework
2. Materials and Methods
2.1. Data Sources and Measures
2.1.1. Twitter Data Generation
2.1.2. Survey Data Generation
2.3. Data Analysis
2.3.1. Qualitative Analysis of Tweets
2.3.2. Quantitative Analysis of Tweets
2.3.3. Qualitative Analysis of Survey
2.3.4. Quantitative Analysis of Survey
2.4. Interpreting Results
- Engagement with a range of mathematics topics, which mostly focused on elementary-level content, especially counting;
- A commitment, across demographic groups, to supporting children’s continued mathematics education through everyday activities/objects and mathematical sense-making;
- A combination of resources provided by the school alongside resources parents identified and provided on their own;
- Reliance on mostly asynchronous instructional resources.
3.1. Who Was Involved in Mathematics at Home
3.1.1. Twitter Users
3.1.2. Survey Respondents
3.2. Nature of Mathematics at Home
3.2.1. #Mathathome Mathematical Focus
3.2.2. Mathematical Focus in Survey
3.2.3. Responses to and Resources during COVID-19
My son’s math teacher did an outstanding job working remotely with him during lockdown. This is by far his weakest subject … Once I reached out to [the teacher] about the amount of time I was spending with him—she upped her individual tutorials with him … Since then, he’s been able to work virtually independently … I think that the mini-tutorials [synchronous video] have been an outstanding success.
4.1. Renewing to Efforts to Engage Parents
4.2. Reimagining How Parents Engage
4.3. Broadening Mathematical Focus
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|Section||Measure 1||Measure 2||Measure 3||Measure 4|
|1||School or district supports||Use of school-provided resources||Use of online learning systems||Additional supports needed (open-ended)|
|2||Confidence with math education||Parent-provided resources||Presence of math at home||Types of math at home (open-ended)|
|3||Allies in supporting math (e.g., teacher, friend)||Social media engagement (platform, frequency)||Additional comments (open-ended)|
|4||Child’s grade level and school type||Parent’s education level and current employment status||Age, gender, and race/ethnicity||Global region|
|Gender||Woman: 92||Man: 7||Prefer Not to Say (PNS): 2|
|Two or more races|
|Hispanic/Latinx (any race)|
|PNS or other|
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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
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/educsci11020060Chicago/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