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Titlebook: Online Learning in Mathematics Education; Karen Hollebrands,Robin Anderson,Kevin Oliver Book 2021 The Editor(s) (if applicable) and The Au

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发表于 2025-3-21 19:32:40 | 显示全部楼层 |阅读模式
书目名称Online Learning in Mathematics Education
编辑Karen Hollebrands,Robin Anderson,Kevin Oliver
视频video
概述Ensures a timely update to all aspects of teaching mathematics in an online environment.Brings together researchers from the areas of instructional design and mathematics education.Provides practical,
丛书名称Research in Mathematics Education
图书封面Titlebook: Online Learning in Mathematics Education;  Karen Hollebrands,Robin Anderson,Kevin Oliver Book 2021 The Editor(s) (if applicable) and The Au
描述.This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers’ learning to teach mathematics. The move to online learning has steadily increased over the past decade. Its most rapid movement occurring in 2020 with most instruction taking place remotely. Chapters in this book highlight issues related to teacher learning in three main contexts: formal, informal, and experiential or practice-based. This volume brings together researchers from the different but related fields of instructional design and mathematics education to engage in dialogue around how we design and study the impacts of online learning in general and online mathematics education more specifically. .The book is very timely with most instruction taking place online and mathematics educators addressing challenges related to supporting teachers’ formal, informal, and experiential learning online. A chapter in each section will synthesize ideas presented by instructional designers and mathematics educators as it relates to teacher learning in each context. At the end of each section, a retrospe
出版日期Book 2021
关键词Online learning and mathematics education; Distance learning and Mathematics education; Instructional
版次1
doihttps://doi.org/10.1007/978-3-030-80230-1
isbn_softcover978-3-030-80232-5
isbn_ebook978-3-030-80230-1Series ISSN 2570-4729 Series E-ISSN 2570-4737
issn_series 2570-4729
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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发表于 2025-3-21 22:00:22 | 显示全部楼层
,Theory-Based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Onlinemotivational framework of Expectancy-Value Theory, and we propose five design principles to guide future online professional development in ways that may improve teachers’ motivation to engage. We discuss implications for researchers and designers of mathematics professional development.
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Presence in Online Mathematics Methods Courses: Design Principles Across Institutions,g, 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.
发表于 2025-3-22 05:20:28 | 显示全部楼层
Rehumanizing Mathematics Education and Building Community for Online Learning,practices and institutional policies that further exacerbate inequities, describe humanizing practices for building community online, and provide considerations for attending to competence, status, participation, and social-emotional learning in online learning spaces.
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Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Asr NTs. We found that we were able to access all of our PTs’ thinking and while there are differences, NTs can be successfully, and potentially more equitably, implemented in asynchronous online learning. We share what we learned from these four NTs in particular and about NTs in general.
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