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Book chapter
Presence in Online Mathematics Methods Courses: Design Principles Across Institutions
Online Learning in Mathematics Education, pp.43-63
Research in Mathematics Education, Springer International Publishing
10/28/2021
Abstract
This chapter addresses the challenge raised by researchers about how online learning provides an opportunity for interaction as compared to a face-to-face classroom. We exemplify how the Community of Inquiry theoretical framework informed our design of learning opportunities for primary mathematics preservice teachers (PSTs) in two courses offered in Australia and the USA. The cognitive presence focuses on helping PSTs experience mathematical practices as active learners (Course 1) and learning pedagogical practices to develop mathematical proficiency for their future students (Course 2). Two courses offer ways to address social presence for learning, intending to build two levels of community. Teaching presence is illustrated by the role the instructors play when designing, facilitating, and directing the learning experience in contrasting settings to maintain cognitive presence and social presence. Implications for research and development of online courses for preservice teachers are suggested.
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Details
- Title
- Presence in Online Mathematics Methods Courses
- Publication Details
- Online Learning in Mathematics Education, pp.43-63
- Resource Type
- Book chapter
- Publisher
- Springer International Publishing; Cham
- Series
- Research in Mathematics Education
- Copyright
- The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
- Identifiers
- 99380178090806600
- Academic Unit
- School of Education
- Language
- English