This chapter examines how the COVID-19 pandemic exacerbated existing mathematics achievement gaps in elementary education, particularly during the critical transition from lower to upper elementary grades. The research highlights how distance learning and digital divides disproportionately affected disadvantaged students, creating lasting educational disparities. The study provides justification for evidence-based interventions targeting pandemic-related learning loss in mathematics education.
The background and justification for this dissertation on mathematics performance in elementary education centers on the persistent decline in student achievement in upper elementary grades, made worse by the COVID-19 pandemic. The transition from lower (1st and 2nd) to upper elementary (3rd to 5th) grades is when there occurs a substantial drop in math proficiency, which negatively impacts the long-term academic outlook of learners.
Research has shown how the pandemic seriously disrupted traditional learning by limiting face-to-face instruction and widening already existent achievement gaps. For example, Oostdam et al. (2024) saw massive learning delays in mathematics due to school closures and remote learning challenges; they noted that these problems negatively affected students from disadvantaged backgrounds. These learning challenges exposed the need for targeted interventions to address pandemic-related educational setbacks?.
Likewise, Cheung et al. (2023) identified a \\\\\\\"digital divide\\\\\\\" during the pandemic, where students without reliable internet access experienced educational challenges that were disproportionate to those who had good internet. This technological barrier hindered math learning for these disadvantaged students. Boughammer (2023) pointed out that the end result of these factors would be lasting educational gaps that would need real evidence-based solutions?.
In addition to pandemic-specific issues, ongoing concerns about curriculum efficacy and instructional strategies contribute to the achievement gap. Ryan et al. (2021) noted the importance of establishing a solid foundation of math skills in young learners if there is to be any hope of them having any academic growth. For that reason, early-grade curriculum adjustments may be needed to address the evident academic decline. It may involve an integrated approach of educators, administrators, policymakers, and technology improvements?.
This research, therefore, is an investigation into these contributing factors so as to help inform effective instructional strategies that reduce educational disparities and promote equitable math achievement among elementary students who are transitioning to higher grades. This investigation is timely and needed due to the evidence of a widening gap made worse by the COVID lockdowns.
Boughamer, B. (2024). Pandemic learning loss and Covid-19 education impacts. The Anne E. Casey Foundation. Retrieved from https://www.aecf.org/blog/pandemic-learning-loss-impacting-young-peoples-futures.
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