We report findings from a small-scale investigation into how university mathematics teaching (UMT) adapted to the challenges presented by the move to an online learning environment during the COVID-19 pandemic. Six interviews were conducted with lecturers in a UK university and then analysed through a commognitive lens. Two themes emerged from the analysis: the “faceless audience”; and, “coping without the chalk and blackboard". Amongst the innovative and productive UMT routines that emerged in the midst of the pandemic emergency and at quite short notice, were, for example, the use of multiple-choice questions and emoticons as a barometer for student engagement and understanding (replacing previous reliance on facial expressions and nods of heads). We conclude with reflections – and a call for further research – on whether these urgently devised and implemented innovations are here to stay or whether old UMT habits will prove too hard to die, and return.
|Title of host publication||Proceedings of the British Society for Research into Learning Mathematics|
|Publication status||Published - Nov 2021|