Stand.out.errors: a starting point to address mathematics learning losses post COVID-19

• Autores: Craig Pournara
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 3, 2022 (Research Reports Ja – Se), ISBN 978-84-1302-177-5, págs. 331-338
• Idioma: inglés
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• Resumen

  • The COVID-19 pandemic resulted in school closures and loss of learning and teaching across the world, and the impact will be most severe in low-income countries and communities. Research on impact of similar severe disruptions is unanimous that learning of mathematics is impacted most but recommendations for recovery are vague. The notion of stand.out.errors is proposed as a starting point for mathematical recovery. This notion is defined, operationalised and applied to the test responses of 376 Grade 7 learners. The stand.out.errors in four test items are discussed and recommendations for addressing errors are made.