Students at American public schools struggled in math during the pandemic.
美国公立学校的学生在大流行期间数学成绩不佳。
 
The National Assessment of Education Progress (NAEP) is a math and reading test given to fourth and eighth grade students in public schools around the country. Results from this year showed that students' scores had the largest decreases in math since 1990, when the test was first released.
全国教育进步评估 (NAEP)全国公立学校四年级和八年级学生的数学和阅读测试。今年的结果显示，自 1990 年首次发布该测试以来，学生的数学成绩下降幅度最大。
 
All areas of the U.S. reported lower test scores in math. More than one-third of students scored below basic levels. The decreases were also more severe in math than in reading.
美国所有地区都报告了较低的数学考试成绩。超过三分之一的学生成绩低于基本水平。数学方面的下降也比阅读方面更严重。
 
There has been a lot of evidence showing that students struggled with remote learning during the pandemic. They especially struggled with math, said Frances Anderson. She is an education researcher with the University of Nebraska-Omaha and a former teacher. Her work centers on math ability.
有大量证据表明，学生在大流行期间难以进行远程学习。弗朗西斯·安德森 (Frances Anderson) 说，他们在数学方面尤其吃力。她是内布拉斯加大学奥马哈分校的教育研究员和前任教师。她的工作以数学能力为中心。
 
 
She said in an interview with The Conversation that students, who are not as skilled in math, need more face-to-face learning.
她在接受 The Conversation 采访时表示，数学能力不强的学生需要更多面对面的学习。

Anderson said that during remote learning, "teachers didn't have as many ways to keep students engaged. It was difficult to do hands-on activities and project-based learning, which are better for students who struggle in math."
Anderson 说，在远程学习期间，“老师没有像有很多方法可以让学生保持参与。很难进行动手活动和基于项目的学习，这对数学有困难的学生来说更好。”
 
She added that a lot teaching math is visual learning. "You need so much more than one screen," she said.
她补充说，很多数学教学都是视觉的学习。 “你需要的不仅仅是一个屏幕，”她说。
 
Heather Hill and Jon Star are professors at Harvard University's school of education. They spoke on Harvard University's education podcast about the NAEP results. Hill said "math scores have always been more sensitive [than reading and English scores] to students' opportunities to learn."
Heather Hill 和 Jon Star 是哈佛大学教育学院的教授。他们在哈佛大学的教育播客中谈到了 NAEP 结果。希尔说：“数学成绩一直[比阅读和英语成绩]对学生学习机会更敏感。”
 
She said a lot of reading skills are developed in the home, in addition to school. Kids can read books and the internet at home, or read text messages from friends, for example. But there are fewer ways for kids to work on math skills outside of the classroom.
她说除了学校之外，很多阅读技能都是在家里培养的.例如，孩子们可以在家看书和上网，或者阅读来自朋友的短信。但是，孩子们在课堂之外学习数学技能的方式较少。
 
"School is the only place that kids, for the most part, learn math," Hill said.
“在大多数情况下，学校是孩子们学习数学的唯一场所，”希尔说。
 
Star, who is also a math teacher, argued that NAEP scores were low for eighth graders because of the age at which these students started learning remotely. He said that the two years leading up to eighth grade, where scores declined the most, are extremely important for building math skills. He said those are the years when students start moving from arithmetic to algebra, and other more complex mathematics. The NAEP for eighth graders largely tests algebra skills.
Star 也是一名数学老师，他认为八年级学生的 NAEP 分数较低，因为这些学生开始远程学习的年龄较大。他说，八年级之前的两年分数下降最多，这对培养数学技能极为重要。他说那是学生们开始从算术转向代数和其他更复杂数学的年代。八年级学生的 NAEP 主要测试代数技能。
 
"So…it's no surprise that they're really struggling. Those struggles are not going to be easy to make go away," Star said.
“所以......他们真的很挣扎也就不足为奇了。这些挣扎不会轻易消失，”Star 说。
 
He added that in online learning, teachers were forced to teach math using the "least desirable aspects of math instruction that we would want to see." Teachers had to lecture more and there was less student interaction, which is not as effective for math instruction, he said.
他补充说，在在线学习中，教师被迫使用“我们希望看到的数学教学中最不理想的方面”来教授数学。老师不得不多讲课，少学习
 
"It's not necessarily the teachers' fault, it's just the way that they've been forced to teach during the pandemic," Star said.
Star 说：“这不一定是教师的错，这只是他们在大流行期间被迫的教学方式。”
 
Hill added that there is some evidence that teachers do not perform as well when they teach math. Often, teachers do not especially enjoy math, nor think of themselves as math experts, she said. And that feeling can make it hard to teach the subject confidently.
Hill 补充说，有一些证据表明教师的表现不尽如人意好吧，当他们教数学的时候。她说，教师通常并不特别喜欢数学，也不认为自己是数学专家。而这种感觉会让您很难自信地教授这门学科。
 
Both said it is going to very difficult for schools to make up for learning losses during the pandemic, especially for the students who struggled the most. Especially with math, students returned from the pandemic with uneven abilities. It can be hard for teachers to form lesson plans for entire classes when the skills are so varied among students, Star said.
两人都表示，学校将很难弥补大流行期间的学习损失，尤其是对于那些最困难的学生。尤其是在数学方面，学生从大流行中回来的能力参差不齐。 Star 说，当学生的技能差异如此之大时，教师很难为整个班级制定课程计划。
 
They agreed that to make up for the loss in learning, students are going to need a lot of extra help outside the classroom.
他们一致认为，为了弥补学习上的损失，学生将需要很多课外的额外帮助。
 
"Students who have fallen behind should have twice as much instruction," said Anderson, from the University of Nebraska.
内布拉斯加大学的安德森说：“落后的学生应该得到两倍的指导。”
 
Resources should go to students and communities which struggled the most, often minorities, Hill suggested. For example, tutoring students in small groups can help kids catch up in math.
希尔建议，资源应该流向困难最大的学生和社区，通常是少数群体。例如，以小组形式辅导学生可以帮助孩子们赶上数学。
 
Hill said although difficulties lie ahead, "kids are pretty resilient. You give kids opportunities to learn and they learn stuff."
希尔说，尽管困难重重，但“孩子们非常有弹性。你给孩子们学习的机会，他们就会学到东西。”