Family Learning Online during Lockdown in the UK

During the first national lockdown in the UK in March 2020 family learning sessions usually delivered in face-to-face groups were adapted to online learning encounters. This article describes research undertaken into the effectiveness of the interventions from the perspectives of parents and tutors. Using an action research approach the reflections and findings are explored to identify possible adaptions of teaching mathematics online in a family learning context. Teaching and learning using digital platforms is a new experience for many tutors and learners who were pushed into using an online learning approach because of the strict limitations placed on physical social interactions. Not surprisingly participants and tutors experienced online learning as quite different from traditional face-to-face classrooms. The research identifies possible opportunities that can be developed through online intergenerational learning experiences. However, the findings also identify significant challenges when developing knowledge through technology, what Englebrecht, Llinares and Borba (2020) identify as knowledge developed collectively and described as 'humans-with-media'. Developing new learning experiences using digital platforms requires the ability to overcome many different technological barriers and make changes to traditional pedagogical approaches while dealing with a variety of digital and conceptual capabilities of learners. This research points to the need for professional development for tutors to foster confidence developing the new skills and the knowledge needed to sustain this different learning experience. This research makes an original contribution to mathematics research in two ways. It discusses the intersection between the different pedagogies of family learning, online learning and mathematics learning. The research also spotlights the opinions of mainly black and minority ethnic women who are experiencing family learning online for the first time, giving voice to an often under researched group of learners.