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1. Examining the influence of COVID-19 on elementary mathematics standardized test scores in a rural Ohio school district

   Bright, D. (January 2023, Midwestern educational researcher)

   In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test. A two-way ANOVA showed that fourth-grade MAP mathematics scores were statistically similar for the 2019 pre-COVID cohort (n = 31) and 2020 COVID-19 cohort (n = 82), and by gender group, between Fall 2019 and Fall 2020. Implications for rural students’ academic performance in virtual learning environments are discussed. 

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2. Examining the influence of COVID-19 on elementary mathematics standardized test scores in a rural ohio school district.

   Bright, D.; Fan, Y.; Fornara, C.; Koskey, K.; Bostic, J.; May, T.; Swineford, D. (January 2022, Midwestern educational researcher)

   In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID- 19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test. A two-way ANOVA showed that fourth- grade MAP mathematics scores were statistically similar for the 2019 pre-COVID cohort (n = 31) and 2020 COVID-19 cohort (n = 82), and by gender group, between Fall 2019 and Fall 2020. Implications for rural students’ academic performance in virtual learning environments are discussed. 

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3. Examining the influence of COVID-19 on elementary mathematics standardized test scores in a rural Ohio school district

   Bright, D.; Fan, Y.; Fornaro, C.; Koskey, K.; May, T.; Bostic, J.; Swineford, D. (April 2023, Midwestern educational researcher)

   In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID- 19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test. A two-way ANOVA showed that fourth- grade MAP mathematics scores were statistically similar for the 2019 pre-COVID cohort (n = 31) and 2020 COVID-19 cohort (n = 82), and by gender group, between Fall 2019 and Fall 2020. Implications for rural students’ academic performance in virtual learning environments are discussed. 

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4. THE BELIEFS AND PRACTICES OF GRADUATE STUDENT TUTORS ENGAGED IN ONLINE TUTORING DURING THE PANDEMIC

   Mule’, T; Houston, S.; Piontek, J.; Webb, J.; Harrell-Williams, L. (November 2022, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; & Drown, S. (Ed.)

   Many higher education institutions in the United States provide mathematics tutoring services for undergraduate students. These informal learning experiences generally result in increased final course grades (Byerly & Rickard, 2018; Rickard & Mills, 2018; Xu et al., 2014) and improved student attitudes toward mathematics (Bressoud et al., 2015). In recent years, research has explored the beliefs and practices of undergraduate and, sometimes graduate, peer tutors, both prior to (Bjorkman, 2018; Johns, 2019; Pilgrim et al., 2020) and during the COVID19 pandemic (Gyampoh et al., 2020; Mullen et al., 2021; Van Maaren et al., 2021). Additionally, Burks and James (2019) proposed a framework for Mathematical Knowledge for Tutoring Undergraduate Mathematics adapted from Ball et al. (2008) Mathematical Knowledge for Teaching, highlighting the distinction between tutor and teacher. The current study builds on this body of work on tutors’ beliefs by focusing on mathematical sciences graduate teaching assistants (GTAs) who tutored in an online setting during the 2020-2021 academic year due to the COVID-19 pandemic. Specifically, this study addresses the following research question: What were the mathematical teaching beliefs and practices of graduate student tutors participating in online tutoring sessions through the mathematics learning center (MLC) during the COVID-19 pandemic? 

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5. Physics through Algebra for Preservice Elementary Teachers: A Comparison of Asynchronous and Hybrid/Face-to-Face Learning

   Kurz, T.L.; Meltzer, D.E.; Nation, M. (November 2022, Proceedings of EdMedia + Innovate Learning Online 2022)

   At a large Hispanic-Serving Institution in the southwestern United States, physics was integrated into an algebra content course for preservice teachers. Due to the pandemic, content was asynchronously taught during the fall 2020 semester. During the fall 2021 semester, content was taught in both hybrid and face-to-face format. This research question was: Regarding preservice teachers’ leaning and academic experiences, what were the differences between perceptions of preservice teachers’ learning on the subject of physics-based algebra in an asynchronous format compared to a hybrid or face-to-face format? Data were gathered from both preservice teachers and their instructors. Data from preservice teachers showed that the in-person and hybrid instruction cohort saw a significant change in Personal Mathematics Teaching Efficacy from pre- to post-test when testing at the .05 level, whereas this was not the case for the online instruction cohort. There was no statistical difference in the post Personal Mathematics Teaching Efficacy and post Mathematics Teaching Outcome Expectancy scores between the face-to-face and hybrid preservice teachers and the asynchronous preservice teachers. Their instructors felt that experiences were more fruitful in a face to face format. 

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