From Confusion to Clarity: Two Early Years Teachers’ Remote Learning Experience
Keywords:
COVID-19, Early primary teachers, Mathematics education, Remote learning, Productive struggle, Pedagogical practice, Organismic valuing theory of growthAbstract
Just as students experience productive struggle or spend time in the ‘zone of confusion’ when engaging with challenging tasks, teachers also experience similar struggles and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to the Coronavirus (COVID-19), two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to implement it during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.
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References
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Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging students to persist when working on challenging tasks: Some insights from teachers. Australian Mathematics Teacher, 70(1), 3-11.
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Roche, A., & Clarke, D. (2014). Teachers holding back from telling: A key to student persistence on challenging tasks. Australian Primary Mathematics Classroom, 19(4), 3-8.
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2019). Teaching with challenging tasks in the first years of school: What are the obstacles and how can teachers overcome them? Australian Primary Mathematics Classroom, 24(1), 11-18.
Russo, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2), 35.
Sharratt, L. & Fullan, M. (2012). Putting FACES of the data. California: Corwin.
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488.
Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.
Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A., & Walker, N. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education, 18(2), 123-140.
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Sullivan, P., Cheeseman, J., Michels, D., Mornane, A., Clarke, D., Roche, A., & Middleton, J. (2011). Challenging mathematics tasks: What they are and how to use them. Proceedings of the 48th Annual Conference of the Mathematical Association of Victoria. In L. Bragg (Ed.), Challenging mathematics tasks: What they are and how to use them. Proceedings of the 48th Annual Conference of the Mathematica Association of Victoria. (pp. 33-46). Melbourne: The Mathematical Association of Victoria.
Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4(1), 117-143.
Sullivan, P., Walker, N., Borcek, C. & Rennie, M. (2015). Exploring a structure for mathematics lessons that foster problem solving and reasoning. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 41–56). Sunshine Coast: MERGA.
Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15, 1–18.
Tzur, R. (2008). Profound awareness of the learning paradox. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 137-156). Sense: Rotterdam.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in 952 mathematics. Journal for Research in Mathematics Education, 27, 458–477.
Yusuf, B. M. N., & Ahmad, J. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher level learning institution during the COVID-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212.
Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. Maynooth: National University of Ireland Maynooth.
Butina, M. (2015). A narrative approach to qualitative inquiry. Clinical Laboratory Science, 28(3), 190-196.
Clarke, D. M. (2021). Calling a spade a spade: The impact of within-class ability grouping on opportunity to learn mathematics in the primary school. Australian Primary Mathematics Classroom, 26(1), 3-8.
Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging students to persist when working on challenging tasks: Some insights from teachers. Australian Mathematics Teacher, 70(1), 3-11.
Connelly, M. F. & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Day, C. (2020). Expectancy value theory as a tool to explore teacher beliefs and motivations in elementary mathematics instruction. International Electronic Journal of Elementary Education, 13(2), 169-182.
Dewi-Izzwi, A. M., Nurulhuda, N., & Norasyikin, M. (2020). Educators’ knowledge, skills and abilities growth during COVID-19: Adversarial growth theory. Asian Journal of Behavioural Sciences, 2(3), 19-25.
Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The Likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Publications Office of the European Union: Luxembourg.
Eden, R. (2020). Learning together through co-teaching mathematics: The role of noticing in teachers’ collaborative inquiry. In H. Borko & D. Potari (Eds.), Proceedings of the 25th International Commission on Mathematical Instruction (ICMI) Study: Teachers of mathematics working and learning in cooperative groups, (pp. 300-308). Lisbon, Portugal: ICMI.
Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Melbourne, Australia: Pivot Professional Learning.
Gonski, D., Arcus, T., Boston, K., Gould, V., Johnson, W., O’Brien, L., Perry, L.-A., & Roberts, M. (2018). Through growth to achievement: Report of the review to achieve education excellence in Australian schools. Commonwealth of Australia. https://docs.education.gov.au/node/50516.
Hamilton, L. S., Kaufman, J. H., & Diliberti, M. (2020). Teaching and leading through a pandemic: key findings from the American Educator Panels COVID-19 Surveys. Rand Corporation. Retrieved from https://www.rand.org/pubs/research_reports/RRA168- 2.html.
Hwang, W-U., & Hariyanti, U. (2020). Investigation of students’ and parents’ perceptions of authentic contextual learning at home and their mutual influence on technological and pedagogical aspects of learning under COVID-19. Sustainability, 12(23), 10074. https://doi.org/:10.3390/su122310074.
Joseph, S., & Linley, P. A. (2005). Positive adjustment to threatening events: An organismic valuing theory of growth through adversity. Review of General Psychology, 9(3), 262-280.
Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning mathematics from home during COVID-19: Insights from two inquiry-focussed primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1957. https://doi.org/10.29333/ejmste/10830.
Kaur B., Anthony G., Ohtani M., & Clarke D. J. (Eds.) (2013). Student voice in mathematics classrooms around the world: Learner’s perspective study. Rotterdam. The Netherland: Sense.
Kim, L. E., & Asbury, K. (2020). Like a rug has been pulled from under you. The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062-1083.
Lepp, L., Aaviku, T., Leijen, Ä., Pedaste, M., & Saks, K. (2021). Teaching during COVID-19: The decisions made in teaching. Education Sciences, 11(2), 47.
Linley, P. A. (2004). Psychological processes in adversarial growth [Philosophy in Psychology Thesis]. University of Warwick. http://wrap.warwick.ac.uk/3626/1/WRAP_THESIS_Linley_2004.pdf
McLennan, C., Mercieca, D., & Mercieca, D. (2020). What can I do? Teachers, students and families in relationship during COVID-19 lockdown in Scotland. Malta Review of Educational Research, 14(2), 163-181.
Middleton, J. A. (1995). A study of intrinsic motivation in the mathematics classroom: A personal constructs approach. Journal for Research in Mathematics Education, 26(3), 254–279.
Nerken, I. R. (1993). Grief and the reflective self: Toward a clearer model of loss resolution and growth. Death Studies, 17, 1–26.
Roche, A., & Clarke, D. (2014). Teachers holding back from telling: A key to student persistence on challenging tasks. Australian Primary Mathematics Classroom, 19(4), 3-8.
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2019). Teaching with challenging tasks in the first years of school: What are the obstacles and how can teachers overcome them? Australian Primary Mathematics Classroom, 24(1), 11-18.
Russo, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2), 35.
Sharratt, L. & Fullan, M. (2012). Putting FACES of the data. California: Corwin.
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488.
Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.
Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A., & Walker, N. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education, 18(2), 123-140.
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., . . . Russo, J. (2020a). Threats and opportunities in remote learning of mathematics: implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. doi:10.1007/s13394020-00339-6
Sullivan, P., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020b). Ways that relentless consistency and task variation contribute to teacher and student mathematics learning. In A. Coles (Ed.), For the Learning of Mathematics Monograph 1: Proceedings of a symposium on learning in honour of Laurinda Brown (pp 32-37). FLM Publishing Association.
Sullivan, P., Cheeseman, J., Michels, D., Mornane, A., Clarke, D., Roche, A., & Middleton, J. (2011). Challenging mathematics tasks: What they are and how to use them. Proceedings of the 48th Annual Conference of the Mathematical Association of Victoria. In L. Bragg (Ed.), Challenging mathematics tasks: What they are and how to use them. Proceedings of the 48th Annual Conference of the Mathematica Association of Victoria. (pp. 33-46). Melbourne: The Mathematical Association of Victoria.
Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4(1), 117-143.
Sullivan, P., Walker, N., Borcek, C. & Rennie, M. (2015). Exploring a structure for mathematics lessons that foster problem solving and reasoning. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 41–56). Sunshine Coast: MERGA.
Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15, 1–18.
Tzur, R. (2008). Profound awareness of the learning paradox. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 137-156). Sense: Rotterdam.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in 952 mathematics. Journal for Research in Mathematics Education, 27, 458–477.
Yusuf, B. M. N., & Ahmad, J. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher level learning institution during the COVID-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212.
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Published
2022-04-28
How to Cite
Downton, A. ., Russo, J. A., Hughes, S., Bobis, J., Livy, S., & Sullivan, P. (2022). From Confusion to Clarity: Two Early Years Teachers’ Remote Learning Experience. International Electronic Journal of Elementary Education, 14(4), 475–489. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1559
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