{"title":"COVID - 19学习损失:行动呼吁","authors":"Nathan D Grawe","doi":"10.5038/1936-4660.16.2.1450","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"108 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"COVID Learning Loss: A Call to Action\",\"authors\":\"Nathan D Grawe\",\"doi\":\"10.5038/1936-4660.16.2.1450\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.\",\"PeriodicalId\":36166,\"journal\":{\"name\":\"Numeracy\",\"volume\":\"108 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Numeracy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5038/1936-4660.16.2.1450\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Mathematics\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Numeracy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5038/1936-4660.16.2.1450","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Mathematics","Score":null,"Total":0}
The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.
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