Mathematics Enrichment Camp Experiences Amid the COVID-19 Pandemic: Teacher Voices and Perspectives

Authors

  • Elizabeth Grossie Lafayette Parish School System University of Louisiana at Lafayette
  • Lerri L. Cockrell Lafayette Parish School System
  • Natalie Davis Lafayette Parish School System
  • Patricia Beaulieu University of Louisiana at Lafayette

Keywords:

Remote learning, Mathematics camp, COVID-19 Teaching, Middle school,

Abstract

The STEM camp described in this paper has offered engaging applied mathematics activities to rising 6th-, 7th-, and 8th-grade students with "hidden or unmet mathematical potential" (Sheppard, 2019, p.3) for one week each summer since 2014. Theme-based activities were designed by Master Teachers with the assistance of university STEM majors. The COVID-19 global pandemic started in the midst of preparation for the 2020 summer camp.  This article addresses how camp mathematics teachers seized the opportunity to keep the camp on track by transforming the camp into a virtual camp themed “Out of this World.” Teachers and camp interns encountered technical, social, and instructional challenges in transitioning to a digital platform while preserving the integrity of the prior learning experiences. Such challenges presented opportunities for collaborative and innovative resolutions as well as personal and professional growth. The lived experiences presented a need for a vector from instructional theory to practice and resulted in the development of an authentic professional learning community. The voices of these educators speak hope and promise for mathematics teachers answering the call to remote learning.

 

Author Biographies

  • Elizabeth Grossie, Lafayette Parish School System University of Louisiana at Lafayette

    Elizabeth Grossie is a mathematics teacher at Broussard Middle School in Broussard, Louisiana.  She teaches 7th grade mathematics and coaches the MATHCOUNTS and math competition teams.  She has served as a mentor in the STEMS2 project at the University of Louisiana at Lafayette.

    Her research interests include Social Justice in Education. 

  • Lerri L. Cockrell, Lafayette Parish School System

    Lerri Cockrell is a mathematics teacher at David Thibodaux STEM Magnet Academy in Lafayette, Louisiana.  She teaches middle school mathematics and Algebra 1 and coaches the MATHCOUNTS and math competition teams.  She has served as a mentor in the STEMS2 project at the University of Louisiana at Lafayette.

    Her mathematical interests include Supporting New Teachers Through Reflective Collaboration and Developing Mathematical Interest Through Student Engagement.

  • Natalie Davis, Lafayette Parish School System

    Natalie Davis is a mathematics teacher at Milton Elementary Middle School in Milton, Louisiana.  She teaches 7th and 8th grade mathematics.  She has served as a mentor in the STEMS2 project at the University of Louisiana at Lafayette.

    Her mathematical interests include Gender Differences in Acquisition of Mathematics Concepts.

  • Patricia Beaulieu, University of Louisiana at Lafayette

    Patricia Beaulieu, Ph.D. is an Assistant Professor of Mathematics at the University of Louisiana at Lafayette. She teaches calculus and courses for Secondary Math Education majors.

    Her mathematical interests now include Mathematical Sciences Diversification and Mathematics Teacher Education.

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Published

2020-12-17

Issue

Vol. 5 No. 3 (2020): Navigating Complexity and Seizing Opportunity Amid COVID-19: Lessons Learned and Implications for Practice

Section

COVID-19 Special Issue

License

Research Issues in Contemporary Education (RICE) is a nationally indexed, double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Views expressed in all published articles are the views of the author(s), and publication in RICE does not constitute endorsement. Submission of an article implies that it has not been published and is not currently under review for publication elsewhere. 

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