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Technology Review: Graspable Math Section Editor: Alex Moore In this section, we feature websites, online manipulatives, and web - based applications that are appropriate for K - 12 mathematics instruction. We are looking for critical reviews of technologies which focus on both the benefits and limitations of using these tools in a K - 12 mathematics classroom. The following article was contributed by Alexander S. Moore from Virginia Tech.

Embracing New Modalities of Teaching and Learning

During a Pandemic and Beyond

Alexander S. Moore

To say that mathematics education since March 2020 has been “ business as usual ” would require some rather extreme oversights on the part of the utterer. The COVID - 19 pandemic has, in fact, re shaped our field quickly and in profound ways. As a result of what teachers at all levels have ex perienced in our daily work, it does not take much imagination to see how these shifts will continue to shape our field and profession going forward. Regardless of one ’ s preferences for in - person or remote learning environments, we must all collec tively agree that pragmatic necessity sometimes takes precedence over perceived pedagogical ben efit. I believe it has become very clear this year that the future of mathematics education includes educational technology as a central feature. As discouraging as this may initially seem, I would encourage the field to reconsider any negative emotions about technology and embrace the reali ties of education as a changing and shifting enter prise which contains opportunities rather than re strictions . Several educational philosophers have shaped my view of education over the years, but Dewey in particular has maintained a central role in my per spective. In his 1938 book Experience and Educa tion , Dewey outlines his philosophy of education which positions experience at its core. In Dewey ’ s view, and indeed in my own as well, experience is

the essence and goal of education. Whatever ex periences we provide our students directly shapes what they will learn as a result. What ’ s more, it is not only the Learning Target of a lesson that mat ters: Perhaps the greatest of all pedagogical fal lacies is the notion that a person learns on ly the particular thing he is studying at the time. Collateral learning in the way of for mation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or les son in geography or history that is learned. (Dewey, 1938/2015, p. 48) Dewey is saying that the experience of the lesson is often more instructive than its content goals, which is to say that a student ’ s experience of the lesson is as important as the content for the teach er to consider when planning a lesson. This gives rise to new challenges in the new virtual or hybrid environment that we are teaching under this year. Whether your school has gone all virtual or hy brid, synchronous or asynchronous, all teachers have had to begin thinking about how students will experience the remote learning environment. This radical shift in modality is new for many of us, as most teachers were not trained to teach in this way. However, “[ E]ducation in order to ac complish its ends for both the individual learner

Virginia Mathematics Teacher vol. 47, no. 2

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