Teacher Adaptations of Mathematics Instruction in Remote and In-Person Pre-Kindergarten

• In Event: Early Childhood Education Curriculum

Abstract

This study examines how pre-kindergarten (preK) teachers adapted standards-based mathematics instruction to remote and in-person settings amid the COVID-19 pandemic. Drawing on curricular enactment theory, we explore how teachers planned and rationalized adaptations to mathematics instruction in the context of professional learning communities. We found that teachers in both settings adapt instructional materials and formats; however, the nature of these adaptations reflects the material and logistical constraints of their respective settings. Further, teachers invoke their professional experiences and understandings of students when explaining their instructional decisions. By examining how teachers navigate adaptation amid the challenges of COVID-19, we highlight how preK instruction shifted during the pandemic and provide broader insight into how and why preK teachers make instructional decisions.

Authors

• Helen Rose Miesner, University of Wisconsin - Madison

• Kathryn Boonstra, University of Wisconsin - Madison

• Amanda Venske, University of Wisconsin

• Eric Grodsky, University of Wisconsin