Article Improving Equity and Mathematics Instruction in Virtual Settings
Carol Larson
Eric Sinclair
Introduction The onset of the 2020 pandemic was an eye-opening experience for many educators. As curriculum administrators who work for a charter school network that serves traditionally marginalized students, the consequences and the severity of the digital divide were clear to us. Our local assessment data showed that we experienced low growth in mathematics from the spring to fall in 2020. Several testing organizations echoed those observations and reported that students across the nation started the 2020-21 school year further behind in mathematics than previous cohorts and that this gap was greater for marginalized students (Brody & Koh, 2020; Kuhfeld et al., 2020). Throughout the 2020-21 school year, our educators engaged in discussions about how we could address unfinished learning in mathematics. We discussed the need to create a shared understanding of what high quality digital learning in mathematics looks like so that our instructional leaders can promote consistent practices across our network. As a result, we reviewed numerous eLessons, articles, and webinars to synthesize what we learned into a tool that identifies recommended 48
