TY  - JOUR
A1  - Barlovits, Simon
A1  - Jablonski, Simone
A1  - Lázaro, Claudia
A1  - Ludwig, Matthias
A1  - Recio, Tomas
T1  - Teaching from a distance - math lessons during COVID-19 in Germany and Spain
T2  - Education sciences
N2  - In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.
KW  - distance learning
KW  - mathematics education
KW  - COVID-19 pandemic
KW  - digitization
KW  - synchronous teaching
Y1  - 2021
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/62654
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-626540
SN  - 2227-7102
VL  - 11
IS  - 8, art. 406
SP  - 1
EP  - 17
PB  - MDPI
CY  - Basel
ER  -