![]() The shutdown required teachers, students and parents to rapidly adopt to a new homeschooling situation, lasting from a few weeks to several months, depending on governmental policy. ![]() The COVID-19 pandemic led to a sudden shutdown of schools in 2020, affecting more than 1.6 billion students in over 190 countries (UNESCO 2020 ). This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are within the manuscript and its Supporting Information files.įunding: Initials of the authors who received each award: SM Grant numbers awarded to each author: 61434 The full name of each funder: John Templeton Foundation URL of each funder website: The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. Received: MaAccepted: JPublished: August 3, 2021Ĭopyright: © 2021 Spitzer, Musslick. PLoS ONE 16(8):Įditor: Giovanni Petri, ISI Foundation, ITALY ![]() ![]() Citation: Spitzer MWH, Musslick S (2021) Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. ![]()
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