Learning mathematics through parental support during Covid-19 pandemic: Teaching of junior primary learners in Namibia
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Date
2024
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Universty of the Western Cape
Abstract
The COVID-19 pandemic has caused unexpected and sudden educational changes for everyone involved, including learners, students, teachers, education officers, policymakers, guardians and parents. Global associations have focused on their reactions in emergencies by using elective methods of instruction. The usual face-to-face teaching and learning techniques were supplanted by homeschooling and e-learning. Everyone involved in education had to adjust to creative strategies. Most studies focused on teachers' and students' difficulties, barriers and new challenges. However, parents were also given a new role, especially in the junior primary phase (Pre-primary to Grade 3), as they were expected to assist by supporting their children's school subjects, including mathematics. The critical problem explored was the backlog in learners' understanding of mathematics concepts caused by learning inequalities during the COVID-19 lockdown. During the COVID-19 lockdown, parents had to support their children throughout the learning process—the current study aimed to investigate how parents have been crucial in supporting their children's mathematics learningat home.
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Keywords
Covid-19, Epstein, Junior Primary Learners, Learning Mathematics, Parental Support/Involvement