Education Week - December 2, 2020 - 4

tested this fall to their peers tested in fall 2019.
They found no difference in reading gains, but
on average a 5 to 10 percentile-point difference
in math, with Black and Hispanic students in
upper elementary seeing the worst learning
losses.
Similarly, Curriculum Associates, a company
that offers testing, curriculum, and professional
development services, compared the test results
from a nonrepresentative sample of students in
grades 1 to 5 in more than 1,000 schools to those
of students for the last three years. It also found
students lost more ground in math than reading,
and 5 to 9 percentage points more students
scored two or more grade levels behind in math.
In any case, none of the research so far is
granular enough to say that students have lost
specific skills, content, or foundations in math,
like fractions or number sense.
Moreover, a new national survey from the
Understanding Coronavirus in America study
found that while parents of K-12 students
generally think instruction has not gone back to
pre-COVID-19 quality, they were significantly
more concerned about math than reading, and
particularly if their students attended virtual or
hybrid classes.

What's the role of stress and trauma
in math learning loss?

5-10

percentile points
Students in grades 3-8
performed 5-10 percentile
points worse on math this
fall, compared to their peers
in 2019. Reading
performance was the same.
SOURCE:
NWEA

Getty

Why might pandemic learning loss be
worse in math than other subjects?
Math may be more sensitive to pandemicrelated schooling disruptions for a few reasons,
experts say:
z Unlike reading, math is almost always
formally learned at school. Parents are often less
well-equipped to help their children with math,
at a time when parent support can be even more
crucial to student progress.
z Broader stress and trauma related to the
pandemic may worsen existing math anxiety in
some students, and math anxiety can exacerbate
students' other stress while in class.
z It can be more challenging for teachers to
engage in effective math instructional practices
via remote platforms.






4 | EDUCATION WEEK | December 2, 2020 | www.edweek.org

As many as 1 in 5 U.S. adults report severe math
anxiety. An EdWeek Research Center study
published in January found 67 percent of teachers
reported students' math anxiety was a challenge.
That existing stress may be magnified now by
increased worries about illness, money troubles,
housing instability, and parent tensions.
In that, the COVID-19 slide may mirror natural
disasters more closely than summer slumps. After
Hurricane Katrina, for example, researchers found
students lost the most ground in math, coming back
to school two years below grade level on average.
Some of this academic loss was chalked up to outright
missed instruction-due to closures or evacuations,
for example-but researchers have found stress
and trauma from the disasters weighed on students
academically and mentally for months or even years.
And there's evidence that test anxiety and posttraumatic stress may have fed off each other.
It may be helpful for schools to partner teachers
with school psychologists and other support staff to
identify students with existing math anxieties as well
as those who have higher stress and trauma exposure
during the pandemic.
Experts in math anxiety also suggest teachers
incorporate short anti-stress exercises into remote
instruction and ask about students' stress levels
explicitly, as it may be difficult to impossible to read
expressions in virtual settings.

How will remote learning affect math
teaching?
While hybrid and virtual schools have been gaining
traction in the last decade, the sudden and complete
move to virtual learning for most districts last spring
and the ongoing shifts in format have been highly
disruptive to instruction.
The need for teacher training in new ed-tech
platforms and tools may crowd out needs for other
professional development, according to Sarah
Johnson, chief executive officer of the nonprofit
Teaching Lab. " One pre-COVID problem was [a lack
of] math elementary teacher content knowledge and
pedagogical content knowledge, " Johnson said. " As
we shift to online instruction and teachers have to
manage so much more, teachers might just not have
the time to develop their content knowledge skills in
that. "
David Blazar, an assistant professor of education
policy and economics at the University of Maryland,
who has studied math teaching, agreed. In one
study of elementary math teachers, Blazar found the
more teachers used inquiry-oriented instruction-in
which teachers pose questions and scenarios to
help students think through a problem and connect


http://www.edweek.org

Education Week - December 2, 2020

Table of Contents for the Digital Edition of Education Week - December 2, 2020

Editor’s Note Teaching Math in the Era of Covid-19
What Research Says About Covid-19 and Math Learning Loss
Digital Math Games and Apps: What Works and What Doesn´T
the Problem With Remote Math Tests, and How Teachers Are Solving It
Eacher Tips Keeping Kids Engaged During Online Math Class
Teaching Math Through a Social Justice Lens
How Parents and Schools Can Work Together to Keep Math Learning on Track
Education Week - December 2, 2020 - C1
Education Week - December 2, 2020 - C2
Education Week - December 2, 2020 - 1
Education Week - December 2, 2020 - Editor’s Note Teaching Math in the Era of Covid-19
Education Week - December 2, 2020 - What Research Says About Covid-19 and Math Learning Loss
Education Week - December 2, 2020 - 4
Education Week - December 2, 2020 - 5
Education Week - December 2, 2020 - Digital Math Games and Apps: What Works and What Doesn´T
Education Week - December 2, 2020 - 7
Education Week - December 2, 2020 - 8
Education Week - December 2, 2020 - the Problem With Remote Math Tests, and How Teachers Are Solving It
Education Week - December 2, 2020 - 10
Education Week - December 2, 2020 - 11
Education Week - December 2, 2020 - Eacher Tips Keeping Kids Engaged During Online Math Class
Education Week - December 2, 2020 - 13
Education Week - December 2, 2020 - Teaching Math Through a Social Justice Lens
Education Week - December 2, 2020 - 15
Education Week - December 2, 2020 - 16
Education Week - December 2, 2020 - How Parents and Schools Can Work Together to Keep Math Learning on Track
Education Week - December 2, 2020 - 18
Education Week - December 2, 2020 - 19
Education Week - December 2, 2020 - 20
Education Week - December 2, 2020 - C3
Education Week - December 2, 2020 - C4
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