Examining mathematics teachers’ professional knowledge base during the pandemic crisis: The perspective of SWOC analysis

Examining mathematics teachers’ professional knowledge base during the pandemic crisis: The perspective of SWOC analysis

Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education

• Zhang, Qiaoping The Education University of Hong Kong

• Inprasitha, Maitree
• Changsri, Narumon
• Boonsena, Nisakorn

Khon Kaen, Thailand

PME

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCA Teaching Objectives, Curriculum & Evaluation
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The study focused on Hong Kong mathematics teachers’ personal experiences and challenges in online teaching during the COVID-19 pandemic crisis. A SWOC analysis is adopted. Results showed that they tried to offer e-learning as an alternative mode of teaching to maintain the education service within the pandemic. Hong Kong teachers tended to focus on external factors rather than internal factors in the initial period of online teaching. They agreed that there was a paradigm shift in the role of teaching during the crisis. They were commonly building a sufficient level in using technology, but this was not equivalent to be competent in achieving instructional goals. Mathematics teachers’ professional knowledge is influenced by their personal online teaching experiences. Their attitudes and beliefs are crucial factors in the role and effectiveness of using online teaching. Copyright © 2021 left to authors.

• English

Book Chapters

• 9786169383031

https://bibliography.lib.eduhk.hk/bibs/900841f6

2022-11-03