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Learning math problem-solving in online courses
PROCEEDINGS

, , , Stony Brook University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

How can students learn problem-solving in online courses? Learning to problem-solve is critical to undergraduate college students' mastery of mathematics. In traditional face-to-face courses, the instructor can model problem-solving by working through problems on the chalk-board. However the dynamism, feedback and sequence of working problems is largely lost in most asynchronous Web-based documents. How can online instructors model the problem-solving process for students in their online classes? This study conducted a series of telephone and email interviews with instructors of web-based distance college-level mathematics courses. Instructors agreed on the value of students learning problem-solving and that such learning was more difficult in asynchronous e-learning. However suggested solutions for teaching problem-solving online were extremely varied.

Citation

Smith, G., Ferguson, D. & Tjoe, E. (2004). Learning math problem-solving in online courses. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1480-1482). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2020 from .

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