Strategies implemented by south african teachers to ensure continuing mathematics education during covid-19

HIGHLIGHTS

SUMMARY

This result stands in contrast to the European findings (e_g, Barlovits et_al, 2021; Drijvers et_al, 2021) where videoconferencing technology was increasingly used while social media and messenger services, like Facebook and WhatsApp were infrequently used. Concerns about inequitable access to technology in learner homes is echoed in studies in wealthier and poorer contexts (e_g, Barlovits et_al, 2021 in Germany and Spain; and Carius, 2021 in Brazil). The extension of the pandemic has provided a stimulus for home learning resource provision and better communication with (and flow of information to) learner homes irrespective of differences . . .

 



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