Like many, we have been thinking hard about the complexities of remote instruction. One of the things we’re interested in is what the remote teaching and learning of mathematics looks like in different settings. Many people are asking this question, and developing their own answers to it. Below are several examples from practicing teachers and coaches, that provide images of what the work of math teaching and learning remotely can look like in the elementary grades.
Janaki Nagarajan is a Kindergarten teacher who, in the aftermath of the shutdown, wrote about her “journey with… students…so far and how I’m thinking about the rest of the year.” In a later post, she reflected on “what felt the most successful in my distance learning with Kindergarteners.”
Zak Champagne is a grades 1-2 classroom teacher (& math specialist) whose most recent post describes how the hybrid model is working in his classroom. (Prior posts describe the remote instruction that took place in the spring, for example Three Days In.)
Tina Cardone wrote about how math coaches can “support your school and teachers during this time, where your work feels like support and value added, not extra or a burden to teachers.”
Note that these essays describe situations where access to and support with technology is available in the classroom and at home. We will continue to look for and share a wide range of examples; please post additional blogs in the comments.
Also, we’re highlighting examples we see on Twitter, on the @Inv3_Math feed, so follow us there!
- Announcing a New Forum for Equity in Elementary Mathematics - September 13, 2023
- Creating an Equitable Math Learning Community: Getting Started in Unit 1 - August 22, 2022
- A Framework for Reflecting about Equity in the Investigations Mathematics Classroom - September 27, 2021