Reference : Parent’s experience in remote learning with digital and physical mathematical modelling
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Parent’s experience in remote learning with digital and physical mathematical modelling
Haas, Ben []
Lavicza, Zsolt []
Kreis, Yves mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Research and Practice in Technology Learning
Asia-Pacific Society for Computers in Education
Taoyuan City
Taiwan (R.O.C.)
[en] Mathematical modelling ; Geometry ; Parents ; Remote teaching ; Educational technology
[en] In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of confinement, showed that more than half of the parents faced difficulties when using remote teaching with their students. To tackle this new challenge, we adapted our research to the use of augmented reality, digital and physical mathematical modelling in remote mathematics education for elementary schools. The elementary school students (aged 5 to 12) created cultural artifacts (i.e., Easter egg cups) during the confinement. In this paper, we will describe mathematical modelling in remote teaching and further concentrate on parents’ perspectives, who played an essential role in assisting their children. Moreover, we will discuss different didactical principles that emerged from the task design during the study through parents’ eyes. Thus, understanding parents’ perspectives became highly important in enabling us to improve task designs and related pedagogical approaches in remote teaching. The data collected in this study included semi-structured interviews with students, parents, and teachers as well as questionnaires and field notes. We followed an exploratory stance with our data analyses, primarily utilizing grounded theory (Corbin & Strauss, 1990, 2014) approaches. Through the insights we gained from our findings, we aim to explain how the parents perceived teaching and learning mathematical modelling in our experiments, how they scaffolded the given tasks, and what support they required and would need in future remote teaching.
Researchers ; Professionals ; Students ; General public

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