Navigating (and Disrupting) the Digital Divide: Urban Teachers’ Perspectives on Secondary Mathematics Instruction During COVID-19

This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019–2020 academic year. We use case study methodology with phenomenological interviews...

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Bibliographic Details
Published in:The Urban review 2022-06, Vol.54 (2), p.277-302
Main Authors: Moldavan, Alesia Mickle, Capraro, Robert M., Capraro, Mary Margaret
Format: Article
Language:English
Subjects:
Case studies
Community and Environmental Psychology
Coronaviruses
COVID-19
Curricula
Digital divide
Distance Education
Education
Equal Education
Inequality
Internet access
Learning
Logistics
Marginality
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Pandemics
Secondary School Mathematics
Secondary School Teachers
Sociology
Teacher Attitudes
Teachers
Teaching
Technology
Technology Integration
Urban areas
Urban Education
Urban schools
Urban Teaching
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