Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective

• Published in: Journal of computer assisted learning Vol. 41; no. 3
• Main Authors: Lo, Chung Kwan, Hew, Khe Foon, Xu, Simin, Song, Yanjie, Chen, Gaowei, Jong, Morris Siu‐Yung
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.06.2025; Wiley Subscription Services, Inc
• Subjects: Addition & subtraction; Content analysis; Education; Educational Resources; Mathematics Achievement; Mathematics education; Mathematics Instruction; online instruction; online teaching; Pandemics; remote teaching; Students; systematic review; Teachers; Teaching; Teaching Methods
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.70005

ABSTRACT Background In the aftermath of the COVID‐19 pandemic, it is critical to reflect holistically on the experiences gained in the past few years. We thus review research on remote mathematics teaching in Pre‐K–12 contexts, utilising Activity Theory as a theoretical lens for research synthesis. Objectives Drawing from a comprehensive overview of the activity system, we aim to identify needs requiring follow‐up action and make recommendations to enhance post‐pandemic Pre‐K–12 mathematics education. Methods We followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) 2020 statement to search for relevant empirical studies published between January 2020 and December 2023 in the Scopus and Web of Science databases. Content analysis of these studies (n = 180) yielded relevant information pertinent to each constituent of activity theory: subjects (e.g., teachers; students with special education needs), tools (e.g., mathematics applications; online educational resources), objects and outcomes (e.g., decreased students' mathematics achievement; applications of fully online instructional approaches), community and division of labour (e.g., support from caregivers), and rules (e.g., remote assessment methods). Results and Conclusions It is now a priority to provide remedial programmes, which help students catch up with their learning. We also recommend utilising technology‐enhanced instructional approaches on normal school days to equip both teachers and students for an increasingly digital world. This review contributes to our understanding of pandemic‐led remote mathematics teaching and the future action needed to advance the Pre‐K–12 mathematics education sector.