Perspectives of Teaching the High School Mathematics Curriculum Online During Emergencies (Poster 17)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session II

Abstract

This study aimed to determine high school mathematics teachers' perspectives on delivering their curriculum online. The phenomenological technique was employed in qualitative research, with data gathered via semi-structured interviews. The information was gathered from five high school mathematics instructors in Portmore, St. Catherine. According to the findings, teachers felt they were not prepared to teach online. Despite the advantages of teaching their curriculum online, they preferred to do it face-to-face owing to the problems they encountered. The instructors' perspectives were impacted by their lack of previous knowledge and experience, as well as the technical issues they experienced. One significant requirement is that instructors be continually taught to keep up with the ever-changing needs of incorporating technology in face-to-face classrooms.

Author

• Shallamar Goodwin-Richards, Florida State University