Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is This the Whole Story?
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| Title: | Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is This the Whole Story? |
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| Language: | English |
| Authors: | Strang, Rebekah, Larkin, Kevin, Mathematics Education Research Group of Australasia |
| Source: | Mathematics Education Research Group of Australasia. 2018Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Speeches/Meeting Papers Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Preservice Teacher Education, Mathematics Education, Online Courses, Blended Learning, Conventional Instruction, Mathematics Instruction, Curriculum Design, Pedagogical Content Knowledge, Distance Education |
| Geographic Terms: | Australia |
| Abstract: | Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | ED592489 |
| Database: | ERIC |
| Abstract: | Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success. |
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