The COVID-19 pandemic has forced school closure thus shifting teaching and learning towards full home-based learning (HBL). Technology plays a key role but the considerations to design online learning environments that meaningfully engage students are complex. This exploratory, qualitative study attempted to elicit eight mathematics teachers’ considerations and perspectives in designing online home-based learning lessons for the engagement of elementary and secondary students. Data were gathered through interviews. Ground-up thematic analyses were conducted. The following implications are derived—(1) student engagement in online learning context is paramount to their learning, (2) there is no one software application for all the learning activities, (3) teacher professional development is necessary to keep them up-to-date, (4) online social networking platforms may be necessary for students’ discussion beyond official online lesson time, and (5) students need to be inculcated with more self-directed skills and habits for learning in online and face-to-face contexts. This study gathers evidence-informed considerations for teachers to design lessons and engage students meaningfully in a unique, online HBL environment. While this is an exploratory study, future studies can inform this area of work by including more teachers across subjects, grades, schools, and geographical contexts. Studies involving students and parents would also be meaningful.

COVID-19大流行迫使学校停课，从而使教学方式向全面的基于家庭的学习（HBL）转移。技术起着关键作用，但是设计有意义地吸引学生的在线学习环境的考虑因素很复杂。这项探索性，定性研究试图引出八位数学老师在设计在线家庭学习课程以吸引中小学生时的考虑因素和观点。数据是通过访谈收集的。进行了基础专题分析。得出以下含义：（1）学生参与在线学习对于他们的学习至关重要，（2）所有学习活动都没有一个软件应用程序，（3）教师专业发展对于保持他们的学习水平至关重要。 -日期，（4）在正式的在线授课时间之外，学生可能需要在线社交网络平台进行讨论，并且（5）需要向学生灌输更多自我指导的技能和习惯，以便他们在在线和面对面的环境中学习。这项研究收集了循证因素，供教师设计课程并在独特的在线HBL环境中有意义地吸引学生。尽管这是一项探索性研究，但未来的研究可以通过在学科，年级，学校和地理环境中吸引更多的老师来为这一工作领域提供信息。涉及学生和家长的研究也将是有意义的。这项研究收集了循证因素，供教师设计课程并在独特的在线HBL环境中有意义地吸引学生。虽然这是一项探索性研究，但未来的研究可以通过在学科，年级，学校和地理环境中吸引更多的教师来为这一工作领域提供信息。涉及学生和家长的研究也将是有意义的。这项研究收集了循证因素，供教师设计课程并在独特的在线HBL环境中有意义地吸引学生。虽然这是一项探索性研究，但未来的研究可以通过在学科，年级，学校和地理环境中吸引更多的教师来为这一工作领域提供信息。涉及学生和家长的研究也将是有意义的。