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Hands-on Learning in the Virtual Classroom: A Dilemma for Mathematics Teacher Educators
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, Monmouth University, United States

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The use of concrete manipulatives to help students learn mathematics has become accepted practice. Aspiring mathematics teachers at both the elementary and secondary levels take courses in which they learn to use such manipulatives in their classrooms. However, online courses for aspiring teachers pose potential challenges when it comes to learning about the use of hands-on manipulatives. Teacher educators are currently taking a variety of approaches to such challenges. As part of a pilot project, I interviewed ten teacher educators who teach courses and coursework online which include manipulatives. This study examined their approaches and concerns. Findings, including techniques that have proven effective for participants’ classes, are presented.

Citation

Arnold, L.A. (2015). Hands-on Learning in the Virtual Classroom: A Dilemma for Mathematics Teacher Educators. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1115-1120). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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