The attitude of Maths teachers in England and Egypt towered using E- tools during the School Closure during the Covid-19 Pandemic

Abstract

Abstract This research, focused on education, presents a comparative case study investigating the challenges and impacts of teaching math remotely during the COVID-19 lockdown. The study examines math teachers' experiences in schools in Egypt and England, exploring the use of e-tools for remote instruction and its effects on various aspects of the teaching and learning process. Utilising a case study methodology, the research provides a detailed analysis of teachers' experiences in both contexts, capturing their reflections and observations. By comparing teachers' experiences in Egypt and England, the study aims to identify similarities and differences in the challenges and impacts of remote math instruction during the COVID-19 lockdown. The comparative case study sheds light on key challenges teachers faces in both countries, including student attendance, engagement, assessment, incomplete coverage of the curriculum, and deviations from the planned curriculum map. It explores the contextual factors that influence these challenges, such as disparities in technology access, cultural and educational norms, and policy responses to the pandemic. Through the comparative analysis, the research offers insights into the unique challenges and adaptations made by teachers in each country. It highlights the importance of considering local contexts and educational systems when designing strategies for remote math instruction during times of crisis. Findings from the comparative case study contribute to the broader field of education by providing a nuanced understanding of the challenges and impacts of remote teaching and learning in math education. The research underscores the need for context-specific approaches, considering students' and teachers' diverse needs and resources in different educational settings. By examining the experiences of math teachers in Egypt and England, this research informs educational practitioners, policymakers, and researchers about effective strategies and best practices for remote math instruction. It emphasizes the importance of collaboration and knowledge exchange across international borders to enhance the quality of education during challenging circumstances like the COVID-19 lockdown.