Transitioning mathematics teacher practices to broadcast pedagogy

Abstract

The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics instruction. Producing classroom-style video lessons for children is not as simple as recording a lecture, and ways to engage and interact with learners are limited. There is a little interplay between design principles used in mathematics-focused broadcast television programmes and mathematics classroom pedagogy. More research is needed to understand how teachers may adapt mathematics education design principles to develop broadcast lessons. We utilized an exploratory case study design to investigate how teachers conceptualize, enact, and reflect upon mathematics pedagogy in a broadcast environment. Data from created lessons, videotaped feedback sessions and semi-structured interviews were collected and analyzed. Results yielded three themes related to the instructional design, barriers and challenges, and equity: (a) Goal-focused planning and delivery, (b) Centrality of discourse, and (c) Time. We discuss the results in relation to prior work at the intersection of mathematics and broadcast pedagogy and share implications for future research.

KEYWORDS:

• Broadcast
• pedagogy
• mathematics
• COVID-19
• equity

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by North Carolina Department of Public Instruction: [grant number 573276].