Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage
1.1. The Purpose of the Study
1.2. Research Question
- How did mathematics teachers at South African public secondary schools respond to the call for ERT during the COVID-19 lockdown scenario in a context of historical disadvantage?
1.3. Understanding Emergency Remote Teaching during the COVID-19 Lockdown
1.4. The South African Pre-COVID-19 Pandemic Context
2. Materials and Methods
3. Data Analysis
4.1. Mathematics Teachers as Learners during ERT
4.2. Pedagogical Practices for ERT: Adoption of the WhatsApp Platform as an Online Interactive Tool
4.3. The Need for Mathematics Teachers to Learn from a Larger Mathematics Education Community from around the Globe
6. Looking Ahead
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Chirinda, B.; Ndlovu, M.; Spangenberg, E. Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage. Educ. Sci. 2021, 11, 177. https://doi.org/10.3390/educsci11040177
Chirinda B, Ndlovu M, Spangenberg E. Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage. Education Sciences. 2021; 11(4):177. https://doi.org/10.3390/educsci11040177Chicago/Turabian Style
Chirinda, Brantina, Mdutshekelwa Ndlovu, and Erica Spangenberg. 2021. "Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage" Education Sciences 11, no. 4: 177. https://doi.org/10.3390/educsci11040177