Learning Middle School Math during the Pandemic
by Evangeline Tamayo
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LEARNING TARGETS
WARM-UP
Before we start, please click on the video and see how learning has been during this pandemic.
Before we start, please click on the video and see how learning has been during this pandemic.
How are we learning during the COVID-19 pandemic? https://en.unesco.org/covid19/educationresponse/learningneverstops
Challenges in learning middle school math
NOTE: An interactive lesson has been created for you. Please click on the Voice Thread and learn as you go over the slides. Don't forget to leave your comments on the prompts. Happy Learning!
The Interview
My interviewee is Gillan Tamayo, a middle schooler at the Virginia Beach City Public Schools. She took Advanced Math 7 last term (SY 2020-2021) . Her experiences being in an online class for the whole first term will be a best fit for my interview questions. I found her to be a qualified interviewee as just like any student , she also had some struggles with online learning but has successfully overcome the difficulties. She successfully passed the course with an A grade. She also received a passing score in her Math SOL. She learned to be independent and accountable with her school work. She asked for help when needed and knew how to use the resources available at home and the resources provided from the school.
Below are my takeaways from the interview.
The Takeaways
Takeaway 1
Takeaway 1
Gillian had to adjust to a fast-paced learning environment.
The school division changed the class schedules to a 4x4 class, meaning students get to meet everyday for the same class for the first term and so with the second term.
Gillian was not used to getting Math everyday, hence the transition was difficult for her.
she wished that the teacher should slow down a bit. She said it was “unnecessarily fast” (G.Tamayo, personal communication, February 15, 2021) considering it was an Advanced class.
Takeaway 2
Takeaway 2
Gillian became more involved in class discussions.
Online learning has its advantages too.
Due to technological advances, students were able to communicate to their teacher and classmates better.
Gillian said that she became more comfortable joining the class discussions as she “just types the answer on the chat board without anyone seeing it or listening to it”. (G.Tamayo, personal communication, February 15, 2021).
When asked if she actively participates during face-to-face instructions, she said she preferred sharing her ideas virtually than doing it face-to-face. (G. Tamayo, personal communication, February 15,2021).
Takeaway 3
Takeaway 3
Gillian struggled with motivation, self accountability, and being separated from peers.
Being at home, Gillian struggled with motivation, self accountability, and being separated from peers.
There were no changes in her study habits but the mere fact that she is just at home makes her feel less motivated.
She has to learn to be more accountable for herself though, as both of her parents are also working from home.
But what she struggled most was the fact that she became separated from her friends .
” We only meet virtually. We use Zoom and can see one another in class, but still the physical presence is still missing ” (G.Tamayo, personal communication, February 15, 2021).
CONCLUSION
Based on the information I have reviewed, I believe that everyone did their part to make the learning of middle school math a positive experience. Teachers had to innovate their “ typical techniques for fully or partially remote classes”(Loewus, 2020 p.2) . Students on the other hand also did their fair share in making their math learning a positive experience. I believe that students became more involved and had taken the role as participants rather than being just spectators as the online technology prompted them to” type answers on the chatboard without the whole class looking at it or listening to it” (G.Tamayo, personal communication, February 15, 2021). The student, though, still prefers that math subject be taught face-to-face rather than virtually if given the choice. This supports the idea of Sawchuk & Sparks(2020) that “math is almost always formally learned at school” (p3). Another problem that the student faced was the fast-paced learning environment as the schedule changed into a 4x4 class. This supports the findings of Brown(2012) when he mentioned that the pacing at which some teachers adapt may be a little too fast for some students. This should serve as a guide to future educators and administrators about the impact of dramatic change in class scheduling. Other than that, what I learned from my research and from my interview is that the pandemic has made us more resilient and that nothing can stop us from learning. Despite the challenges the pandemic had posed to the academic world, we continue to thrive as a community.
EXIT TICKET
According to Cassibba et al(2020), mathematics teaching and learning is particularly affected during the pandemic because mathematics teaching involves the use of
a. blackboard
b. calculator
c. pen and paper
d. symbols, formulas, gestures and body
What one positive outcome did Gillian experience during the virtual learning?
a. became more involved in class
b. being able to see friends and classmates
c. having to play computer games.
d. having to wake up late
ANSWERS TO EXIT TICKET
ANSWERS TO EXIT TICKET
d
a
REFERENCES
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