Haijing Jing

This paper attempts to understand how parents, teachers, and students experienced remote learning, especially math remote learning in the pandemic to answer the questions that whether they think differently and in what ways. One third grade teacher, one fourth grade student and the student’s parent were interviewed. Data as transcript of narratives was analyzed in a linguistic approach within the Instructional Triangle framework (Cohen et al., 2003). The finding showed that, compared with the pre-pandemic physical classroom learning, the parent found nothing positive and the teacher little positive about remote learning, though with different focuses in or outside of the Instructional Triangle. The student enjoyed remote learning without preference to physical classroom learning and all the participants believe that there is no difference between remote learning and physical in- person learning in terms of mathematics learning achievements.