. 2021 Jun 2;108(1-2):307–331. doi: 10.1007/s10649-021-10060-1

Table 2.

Example of interview questions

Sections	Face-to-face instruction	Remote instruction
Curriculum and instruction	What kind of teaching strategies do you utilize to ensure equity and accessibility in face-to-face mathematics instruction? How do you integrate the student’s culture to the math class?	To what extent do you think you manage to implement the teaching strategies you have just mentioned in the distance/remote education environment? How do you integrate the student’s culture to the mathematics class? To what extent is the remote instruction environment offered by the Ministry of National Education sensitive to the local culture and needs of students?
High expectation for all students	What do you expect to see in a classroom where high-quality mathematics instruction is carried out? (elaborate on teachers’ expectations on students’ mathematical capabilities, nature of task, student engagement, etc.)	To what extent do your students have an opportunity to access high-quality mathematics instruction in the remote mathematics teaching environment offered to students due to COVID-19? Why? (elaborate on teachers’ expectations on students’ mathematical capabilities, nature of task, student engagement)
Support mechanism and access to resources	What kind of support mechanism do you utilize to ensure equity and accessibility in face-to-face mathematics instruction? (NCTM, 2014) What do you do to ensure equitable and accessible mathematics learning opportunities for students: • with a language barrier? • with low socioeconomic status? • with mathematical learning difficulties? • with different mathematical achievement levels?	What kind of support mechanism do you utilize to ensure equity and accessibility in remote mathematics instruction? (NCTM, 2014) What mechanisms are provided for students with language barriers to ensure access to equitable mathematics learning in remote instruction? What resources are provided for students with low socioeconomic status to ensure access to equitable mathematics learning in remote instruction? What do you do to ensure equitable and accessible mathematics learning opportunities for students: • with a language barrier? • with low socioeconomic status? • with mathematical learning difficulties? • with different mathematical achievement levels?

Sections

Face-to-face instruction

Remote instruction

Curriculum and instruction

What kind of teaching strategies do you utilize to ensure equity and accessibility in face-to-face mathematics instruction?

How do you integrate the student’s culture to the math class?

To what extent do you think you manage to implement the teaching strategies you have just mentioned in the distance/remote education environment?

How do you integrate the student’s culture to the mathematics class?

To what extent is the remote instruction environment offered by the Ministry of National Education sensitive to the local culture and needs of students?

High expectation for all students

What do you expect to see in a classroom where high-quality mathematics instruction is carried out? (elaborate on teachers’ expectations on students’ mathematical capabilities, nature of task, student engagement, etc.)

To what extent do your students have an opportunity to access high-quality mathematics instruction in the remote mathematics teaching environment offered to students due to COVID-19? Why? (elaborate on teachers’ expectations on students’ mathematical capabilities, nature of task, student engagement)

Support mechanism and access to resources

What kind of support mechanism do you utilize to ensure equity and accessibility in face-to-face mathematics instruction? (NCTM, 2014)

What do you do to ensure equitable and accessible mathematics learning opportunities for students:

• with a language barrier?

• with low socioeconomic status?

• with mathematical learning difficulties?

• with different mathematical achievement levels?

What kind of support mechanism do you utilize to ensure equity and accessibility in remote mathematics instruction? (NCTM, 2014)

What mechanisms are provided for students with language barriers to ensure access to equitable mathematics learning in remote instruction?

What resources are provided for students with low socioeconomic status to ensure access to equitable mathematics learning in remote instruction?

What do you do to ensure equitable and accessible mathematics learning opportunities for students:

• with a language barrier?

• with low socioeconomic status?

• with mathematical learning difficulties?

• with different mathematical achievement levels?