Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

Abstract

This study investigated how teachers in China perceived the effects of online instruction on mathematics learning and examined the challenges they encountered when the country shifted to online instruction during the COVID-19 pandemic. We interviewed 152 mathematics teachers from 20 cities (municipalities) or provinces in China and adopted the four-component didactic tetrahedron model (teacher, technology, student, and mathematics) to identify their struggles with technology, teacher–student interactions, and delivery of mathematics instruction. Results showed that the teachers believed that the effectiveness of online teaching largely depends on student self-discipline. Analysis suggested a need to expand technology use during instruction, reshape the way teachers interact with students, and reorganize teaching methods in face-to-face classroom instruction. This research provided insights into integrating technology with instructional practice, the critical role of teachers in online learning, and other factors that may determine the effectiveness of online teaching.