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Figure 8a and 8b : Place Value lessons recorded into videos from free slide resources (Promethean Planet, n.d.). 8a) Counting and writing numbers with base ten blocks. 8b) Counting the base ten blocks to find the number representation..

them. Many of the parents used the manipulatives in the kits to help them when completing the inde pendent work. Place value work continued at home through asynchronous tasks and therefore, the “ I ” in COVID was represented by independent work supported by parents.

As well as this, all our math lessons are videotaped live and put onto the computer management sys tem so that children who may not be present can catch up through watching live and pre - recorded lessons. Teachers have changed how we view teaching mathematics. It has now become a process in which the teacher supports the child through teaching - directed (D in COVID) online lessons, so that the students and parents can implement their mathematical knowledge base at home! Teaching during COVID - 19 has opened up a win dow into the classroom for many of the parents. The teachers have shown caring for both the chil dren and the community throughout this period of time and thus strengthened home/school commu nication. The parents experienced what it is like to be in a classroom again and supported their chil dren in completing the once - daily place value les sons. The teachers learned new and exciting ways to teach online and all the staff tried new kines thetic ways of math teaching. Parents were also given tasks to complete at home with their chil dren and this allowed for more connection be tween home and school. As Linda Dacey and Rebekah Salami in Math For All state, “ parental support can make a difference between success and failure ” (Dacey & Salemi, Summary

D: Direct Instruction With Asynchronous Video Recording

As a first grade team we delivered direct instruc tion through a video format, knowing that it would really support the parents in understanding the place value concepts. This direct instructional vid eo recording represents the D in COVID. The first grade team learned how to use the video recording software to supplement their once - daily place val ue lessons and they were able to make videos for first graders and their parents to watch. While the team continued our synchronous lessons, we also developed the idea of sending home videos for the children to watch later ( WeVideo Website , n.d.). Figures 8a and 8b show examples of place value videos created by the first grade team. Students were encouraged to let their teachers know when they watched the video. The videos were pre recorded so that any child or parent who missed a lesson could review the recordings and understand the concepts that were taught that day in the place value unit. As an incentive, these students ’ names were then included in the credits of the next video.

Virginia Mathematics Teacher vol. 47, no. 1

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