Learning mathematics from home during COVID-19: insights from two inquiry-focussed primary schools

Penelope Kalogeropoulos, Anne Roche, James Russo, Sapna Vats, Toby Russo

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    20 Citations (Scopus)


    In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers.

    Original languageEnglish
    Article numberem1957
    Number of pages16
    JournalEurasia Journal of Mathematics, Science and Technology Education
    Issue number5
    Publication statusPublished - 2021


    • COVID-19
    • inquiry-based learning
    • mathematics
    • primary education
    • remote learning
    • student engagement

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