Recommendations Based on Experiences of Pandemic-Led Remote Mathematics Teaching in Pre-K–12 Contexts: A Systematic Review From the Activity Theory Perspective

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-04-07 DOI:10.1111/jcal.70005

Chung Kwan Lo, Khe Foon Hew, Simin Xu, Yanjie Song, Gaowei Chen, Morris Siu-Yung Jong

{"title":"Recommendations Based on Experiences of Pandemic-Led Remote Mathematics Teaching in Pre-K–12 Contexts: A Systematic Review From the Activity Theory Perspective","authors":"Chung Kwan Lo, Khe Foon Hew, Simin Xu, Yanjie Song, Gaowei Chen, Morris Siu-Yung Jong","doi":"10.1111/jcal.70005","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>In the aftermath of the COVID-19 pandemic, it is critical to reflect holistically on the experiences gained in the past few years. We thus review research on remote mathematics teaching in Pre-K–12 contexts, utilising Activity Theory as a theoretical lens for research synthesis.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>Drawing from a comprehensive overview of the activity system, we aim to identify needs requiring follow-up action and make recommendations to enhance post-pandemic Pre-K–12 mathematics education.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 statement to search for relevant empirical studies published between January 2020 and December 2023 in the Scopus and Web of Science databases. Content analysis of these studies (<i>n</i> = 180) yielded relevant information pertinent to each constituent of activity theory: subjects (e.g., teachers; students with special education needs), tools (e.g., mathematics applications; online educational resources), objects and outcomes (e.g., decreased students' mathematics achievement; applications of fully online instructional approaches), community and division of labour (e.g., support from caregivers), and rules (e.g., remote assessment methods).</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>It is now a priority to provide remedial programmes, which help students catch up with their learning. We also recommend utilising technology-enhanced instructional approaches on normal school days to equip both teachers and students for an increasingly digital world. This review contributes to our understanding of pandemic-led remote mathematics teaching and the future action needed to advance the Pre-K–12 mathematics education sector.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70005","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70005","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

In the aftermath of the COVID-19 pandemic, it is critical to reflect holistically on the experiences gained in the past few years. We thus review research on remote mathematics teaching in Pre-K–12 contexts, utilising Activity Theory as a theoretical lens for research synthesis.

Objectives

Drawing from a comprehensive overview of the activity system, we aim to identify needs requiring follow-up action and make recommendations to enhance post-pandemic Pre-K–12 mathematics education.

Methods

We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 statement to search for relevant empirical studies published between January 2020 and December 2023 in the Scopus and Web of Science databases. Content analysis of these studies (n = 180) yielded relevant information pertinent to each constituent of activity theory: subjects (e.g., teachers; students with special education needs), tools (e.g., mathematics applications; online educational resources), objects and outcomes (e.g., decreased students' mathematics achievement; applications of fully online instructional approaches), community and division of labour (e.g., support from caregivers), and rules (e.g., remote assessment methods).

Results and Conclusions

It is now a priority to provide remedial programmes, which help students catch up with their learning. We also recommend utilising technology-enhanced instructional approaches on normal school days to equip both teachers and students for an increasingly digital world. This review contributes to our understanding of pandemic-led remote mathematics teaching and the future action needed to advance the Pre-K–12 mathematics education sector.

Abstract Image

查看原文本刊更多论文

基于大流行主导的k - 12学前远程数学教学经验的建议：活动理论视角的系统回顾

在2019冠状病毒病大流行之后，全面反思过去几年取得的经验至关重要。因此，我们回顾了k - 12学前远程数学教学的研究，利用活动理论作为研究综合的理论视角。根据对活动系统的全面概述，我们旨在确定需要采取后续行动的需求，并提出建议，以加强大流行后的k - 12学前数学教育。方法按照PRISMA 2020 （Preferred Reporting Items for Systematic Reviews and Meta-Analysis）声明，在Scopus和Web of Science数据库中检索2020年1月至2023年12月期间发表的相关实证研究。对这些研究的内容分析（n = 180）得出了与活动理论的每个组成部分相关的信息：受试者(如教师；有特殊教育需要的学生)、工具(例如数学应用；在线教育资源)、对象和结果(例如，降低了学生的数学成绩；完全在线教学方法的应用)、社区和劳动分工（例如，照顾者的支持）和规则（例如，远程评估方法）。结果与结论提供补习课程，帮助学生赶上学习进度是当务之急。我们还建议在正常上课时间采用技术增强的教学方法，使教师和学生都能适应日益数字化的世界。这一综述有助于我们了解以大流行为主导的远程数学教学以及未来推进k - 12学前数学教育部门所需的行动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope