Mathematics teacher education online
Cornelia Hoogland, George Gadanidis, Univ. of Western Ontario, Canada
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Despite major differences in course delivery, the critical components of effective online mathematics teacher education may not be different from the critical components of effective face-to-face mathematics teacher education. Research indicates that components of effective mathematics teacher education include (a) aesthetic experiences with mathematics, (b) confronting personal beliefs about mathematics, (c) engaging in practical inquiry, and (d) discussing pedagogical implications in the context of mathematics education literature. This paper describes the case of an online mathematics education course for in-service elementary teachers, and discusses issues of design and effect of online experiences.
Hoogland, C. & Gadanidis, G. (2002). Mathematics teacher education online. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 556-561). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
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Cornelia Hoogland, George Gadanidis & Dan Jarvis, University of Western Ontario, Canada
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1794–1801
Middle School Pre-service Mathematics Teachers’ Perceptions of Mathematical Beauty in Online Module Discussions
George Gadanidis, Cornelia Hoogland, Tara-Lynn Scheffel & Daniel Jarvis, University of Western Ontario, Canada
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4438–4445
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