Online Learning in Mathematics Education. Research in Mathematics Education

Sonst. Personen	Hollebrands, Karen (Hrsg.); Anderson, Robin (Hrsg.); Oliver, Kevin (Hrsg.)
Titel	Online Learning in Mathematics Education. Research in Mathematics Education
Quelle	(2021), (342 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2570-4729
ISBN	978-3-030-80229-5
Schlagwörter	Mathematics Education; Online Courses; Educational Technology; Electronic Learning; Instructional Design; Mathematics Teachers; Blended Learning; Preservice Teacher Education; Curriculum; Statistics; Methods Courses; Teacher Student Relationship; Interpersonal Relationship; Interdisciplinary Approach; Faculty Development; Teacher Educators; Teacher Collaboration; Culturally Relevant Education; Bilingual Students; Asynchronous Communication; Equal Education; Formative Evaluation; Middle School Teachers; Secondary School Teachers; Attention; Theories; Power Structure; Participative Decision Making; Networks; Social Media; Experiential Learning + Suchen Sie Ihr Suchwort? Mathematische Bildung; Online course; Online-Kurs; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Curricula; Lehrplan; Rahmenplan; Statistik; Methodisch-didaktische Anleitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teacher education; Education; Lehrerbildung; Lehrerkooperation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Aufmerksamkeit; Theory; Theorie; Soziale Medien; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	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 retrospective chapter is presented to reflect on what the different perspectives offer to better understand mathematics teacher learning in online environments. This book is of interest to mathematics educators, researchers, teacher educators, professional development providers, and instructional designers. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01