Teaching math in real time

Publication Date

8-26-2021

Document Type

Article

Publication Title

Educational Studies in Mathematics

Volume

108

DOI

10.1007/s10649-021-10090-9

First Page

143

Last Page

159

Abstract

Narrative, first-person accounts of a collective, traumatic event preserve the authenticity of the experience and defend against inaccurate retrospective idealizations. Such artifacts allow us time to process the event, extract the lessons it has for us, and to bring these lessons to bear on our practices. I offer my own narrative here, as a practitioner and researcher, of daily experiences of teaching mathematics in the USA during the SARS-CoV-2 pandemic. Sudden perturbations to our regular educational practices expose ways in which those practices are incomplete or outright unstable. This, in turn, troubles the theories underpinning our practices. I offer my narrative as a point of communal reflection on what we do and know, and how we might do and know it better.

Keywords

COVID-19, Authentic mathematics education, Mathematical modeling, Undergraduate mathematics education, General mathematics education

Comments

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Department

Mathematics and Statistics

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