Details

Autor(en) / Beteiligte

• Hollebrands, Karen ,
• Anderson, Robin,
• Oliver, Kevin,

Titel

Online learning in mathematics education

Ort / Verlag

Cham, Switzerland : Springer,

Erscheinungsjahr

[2021]

Beschreibungen/Notizen

• Intro -- Foreword -- Preface -- Acknowledgment -- Contents -- Contributors -- About the Editors -- Chapter 1: Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies -- 1.1 Challenges Teaching Mathematics Education Courses Online -- 1.2 Strategies for Teaching Mathematics Education Courses Online -- 1.2.1 Identify Online Learning Environment -- Asynchronous Online Learning Environments -- Synchronous Online Learning Environments -- Flexible Online Learning Environments -- 1.2.2 Let Instructional Theories, Not Technology, Guide Instruction -- Cognitive Apprenticeship -- Individualized/Personalized Instruction -- Social Learning -- Inquiry-Based Mathematics Education and Problem-Based Learning -- 1.2.3 Leverage Technology Interventions -- Grouping Students Online -- Case Studies Discussions -- Think/Pair/Share -- Presentation Tools -- Manipulatives -- Traditional Activities that Translate Easily Online -- 1.3 Conclusions -- References -- Chapter 2: Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education -- 2.1 Background -- 2.2 Blended Approaches -- 2.3 Mathematics Teaching and Learning as a Collaborative Process that Is Shaped by Available Technologies Mediating Interactions -- 2.4 Defining New Roles -- 2.4.1 Producing Videos to Share Mathematics -- 2.5 New Ways of Communication through the Internet -- 2.5.1 Some Examples of New Ways of Communicating and Building Knowledge Using the Internet -- 2.6 Revisiting Theoretical Approaches to Frame New Ways of Communication Using the Internet -- 2.7 Conclusions -- References -- Chapter 3: Presence in Online Mathematics Methods Courses: Design Principles Across Institutions -- 3.1 Social Aspect of Mathematics Learning -- 3.2 Community of Inquiry Theoretical Framework: Keeping Presence at the Center.
• 3.3 Application of CoI in the Mathematics Methods Courses -- 3.3.1 Course Setting -- 3.3.2 Cognitive Presence -- Course 1: Synchronous Design for SCK -- Course 2: Asynchronous Design for PCK -- 3.3.3 Social Presence -- Course 1: Breakout Rooms on Zoom and Use of Learning Materials -- Course 2: Discussion Forums and Live Sessions -- 3.3.4 Teaching Presence -- Teaching Presence in the Synchronous Setting -- Teaching Presence in the Asynchronous Setting -- 3.4 Discussion and Implications -- 3.4.1 Reflection on Designing Process -- 3.4.2 Future Study -- References -- Chapter 4: Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results -- 4.1 Principles to Guide Design of Online Modules -- 4.1.1 Use of a Free Web-Based Tool for Learning with Data -- 4.1.2 Teachers Learn by Doing Data Investigations -- 4.1.3 Use Frameworks Common in Mathematics Teacher Education -- 4.1.4 Incorporate Representations of Practice -- 4.1.5 Promote Learning through Multiple Perspectives -- 4.2 Online Modules for Preparing to Teach Statistics -- 4.2.1 Overview of Learning Goals and Opportunities -- 4.2.2 Organization of Modules -- 4.2.3 Assignments to Demonstrate Competency -- 4.3 Implementation of Modules -- 4.3.1 Data Collection During Implementation -- 4.3.2 Use of Modules and Activities -- 4.4 Effectiveness of Modules -- 4.4.1 Feedback from MTEs and Teachers -- MTEs' Impressions of Materials -- Teachers' Impressions of Materials -- 4.4.2 Impact on Teachers' Self-Efficacy to Teach Statistics -- 4.4.3 Designing Tasks with Data Investigations -- 4.5 Discussion and Implications -- 4.5.1 Flexibility in Online Instructional Modules -- 4.5.2 Constraints in Using LMSs Distribution -- 4.5.3 Improving Preparation for Teaching Statistics -- Appendix 1: ESTEEM Table of Contents.
• Appendix 2: Sample Multimedia Page from Teaching Inferential Reasoning Module -- References -- Chapter 5: Rehumanizing Mathematics Education and Building Community for Online Learning -- 5.1 Rehumanizing Mathematics Education -- 5.2 Online Mathematics Instructional Design -- 5.3 Our Positionality and Context -- 5.3.1 Positionality -- 5.3.2 Our Context -- 5.4 Rehumanizing Instructional Designs in Mathematics Education: A Metaphor of Community -- 5.4.1 Building a Community Online -- Getting Started: Reexamining and Interrogating Institutional Policies -- Exploring and Developing Positive Mathematical Identities -- Learning to Listen and Listening to Learn -- 5.4.2 Participating with an Online Community of Learners -- Disrupt Assumptions of Participation -- Participation in Face-to-Face Versus Online-Only Format -- Complex Instruction in the Physical and Online-Only Format -- Encouraging Participation While Building and Maintaining a Community of Learners -- Lingering Inequities with Participation in Online-Only Formats -- 5.5 Conclusion -- References -- Chapter 6: An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching -- 6.1 Context -- 6.2 Focus -- 6.3 Number Talks -- 6.4 Instructional Design Approach -- 6.5 Our Collective: Interdisciplinary Collegial Professional Development as Intervention -- 6.6 Enactments of Number Talks as Outcomes -- 6.6.1 Modified Face-to-Face Enactment (Cutler) -- 6.6.2 Technology-Enriched Enactment (Chauvot) -- 6.7 Deepening Criticality Via Distributed Expertise -- 6.8 Implications for Teacher Education -- 6.8.1 Creating Spaces for Professional Learning -- 6.8.2 Mathematics Methods Instruction -- 6.9 Conclusion -- References -- Chapter 7: Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course.
• 7.1 Introduction -- 7.2 From Culturally Relevant Pedagogy to Culturally Sustaining Pedagogy -- 7.3 Online Course Development -- 7.4 Practices of Culturally Sustaining Pedagogy -- 7.4.1 Mathematical Modeling -- 7.4.2 Translanguaging -- 7.4.3 Community Cultural Wealth -- 7.5 Implications -- References -- Chapter 8: Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 What Is a Number Talk (NT)? -- 8.2.2 Research on Number Talks -- 8.2.3 Asynchronous Collaboration in Learning -- 8.2.4 Preservice Elementary School Teachers' Conception of Whole Number and Operation -- 8.3 Method -- 8.3.1 Participants -- 8.3.2 Data -- 8.3.3 Analysis -- 8.4 Results -- 8.4.1 Number Talk 1: 13 + 18 -- 8.4.2 Number Talk 2: 99 + 98 -- 8.4.3 Number Talk 3: 13 + 35 + 17 -- 8.4.4 Number Talk 4: 124 + 126 -- 8.4.5 Analysis Across the Four Number Talks -- 8.4.6 Prospective Teachers' Reflection on Number Talks -- 8.5 Discussion -- 8.6 Conclusion and Implications -- References -- Chapter 9: A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers' Professional Development -- 9.1 Supporting Ambitious Mathematics Instruction -- 9.2 Theory of Action -- 9.3 Intervention and Online Setting -- 9.3.1 The Orchestrating Mathematics Discussion Course -- 9.3.2 The Teaching Labs -- 9.3.3 Video-Assisted Coaching Cycles -- 9.4 Researching an Online Professional Development Project -- 9.4.1 Analyzing Transcripts from Breakout Rooms of OMD Course -- 9.4.2 Analyzing the Capture Sheets from the Teaching Labs -- 9.4.3 Analyzing the Annotations -- 9.5 Findings -- 9.5.1 High-Depth Interactions in the OMD Course -- Explaining How Task Features Provide Opportunities to Engage in Mathematical Thinking -- Explaining Mathematics in Ways that Make Connections.
• Explaining Anticipated or Observed Strategies or Misconceptions -- Explaining the Impact of Teaching Moves -- 9.5.2 Teaching Labs -- Connecting Strategies to the Mathematical Goals of the Lesson -- Connecting Teachers' Actions to Student Access to Mathematical Goals -- 9.5.3 Coaching Cycles -- Patterns in Coaches' Annotations -- Patterns in Teachers' Annotations -- 9.6 Discussion -- References -- Chapter 10: The Impact of an Online Teacher Education Program on the Development of Prospective Secondary Mathematics Teachers' Noticing -- 10.1 Introduction -- 10.2 Becoming Aware: Knowing Is Doing and Doing Is Knowing -- 10.3 A Formal Online Environment in a Costa Rican Distance State University (UNED) -- 10.3.1 Narratives: Guided Questions -- 10.3.2 The MOST Analytical Framework -- 10.3.3 Online Forums: Feedback -- 10.4 Analyzing the Development of Noticing in an Online Context -- 10.5 Noticing Development and Changes in Prospective Teachers' Practices -- 10.5.1 The Case of AG -- Changes in Practices: A Change in Class Management -- 10.5.2 The Case of JB -- Changes in Practices: A Change in the Lesson Planning -- 10.6 Discussion and Conclusions -- 10.6.1 PTs' Noticing Development: Integration of Knowing and Doing -- 10.6.2 How the Characteristics of the Online Environment Support the Enhancement of Noticing -- Appendix 1: Summary of the instruction to write the narratives and the guided questions provided -- Appendix 2: Instruction provided in each online forum -- References -- Chapter 11: Theory-Based Intervention Framework to Improve Mathematics Teachers' Motivation to Engage in Online Professional Development -- 11.1 Teacher Motivation and Engagement Toward Mathematics Professional Development -- 11.2 Expectancy-Value Theory and Its Implications for Online Mathematics TPD -- 11.3 Guidelines for Enhancing Motivation in Online TPD Experiences.
• 11.3.1 Principle 1: Promote Intrinsic Value.
• Description based on print version record.