Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.
Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a disadvantaged area school
