How Covid-19 changed our mathematics instruction




Wheeler, Ann
Harrington, Rachel
Driskell, Shannon
Rhine, Steve

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Association of Mathematics Teacher Educators in Texas


Initially, we struggled with what we were doing in the classroom during the start of COVID-19 (Driskell et al., 2023). While we were aware of the benefits of digital tools such as Desmos (Orr, 2017; Rosenburg et al., 2020), Flip (Angelone, 2020), Google Sheets (Rosenburg et al, 2020), and virtual manipulatives (Reiten, 2020), we had not utilized them in a remote teaching context. While actively aiming to meet AMTE’s Standards for Preparing Teachers of Mathematics Indicator C.1.6. (2017) to prepare teachers to be skilled in using technology in ways that promote standard-based learning, we grew to understand and appreciate different aspects of digital tools that aided our students’ learning in online, hybrid, and/or in-person instruction. The purpose of this paper is to detail the instructional positives that arose from spring 2020 instruction in our university mathematics education courses and how they continue to add value to our classes and promote deep learning of mathematics.



Standard-based learning, University mathematics education courses, Community of Inquiry (COI) framework


This is the published version of an article that is available at Recommended citation: Wheeler, A., Huntington, R., Driscoll, S., & Rhine, S. (2023). How Covid-19 changed our mathematics instruction. Journal of Mathematics Teacher Education in Texas, 13(2), 4–6. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.