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Quick Reads: Online Learning: A Middle School Mathematics Perspective

a good idea in a small package

Clayton M. Edwards

The tips presented here can help a teacher turn a classroom into a technologically rich oasis.

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Projects: Kentucky Educators First to Web with Middle School and High School Online Learning

Gina Foletta

The Kentucky Migrant Technology Project (KMTP) has posted forty online courses on the Internet. The courses cover subject matter across the core curriculum areas of mathematics, English, science, social studies, arts and humanities, and practical living for students in grades 6–12. The subscriber-based-model classes are available to all students, parents, and teachers to use as primary or supplementary classroom material. Pricing information can be found on the Web site at This project marks the first time that entire middle school and high school curricula are freely accessible on the Web.

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Brief Report: The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity

Sven Trenholm, Lara Alcock, and Carol Robinson

As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.

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Chalk Talk: Engaging All Students in Visible Thinking

Kelly Overby Byrd, Kayla Cooper, Raegan Bolger, and Heather Treece

thinking through a Chalk Talk within the four walls of the classroom as well as the connected spaces of online learning. FACILITATING THE CHALK TALK As teachers, we encourage and support critical thinking about mathematical concepts while developing

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Online Professional Development: Sustained Learning with Friends

Gina Newell, Margaret Wilsman, Mary Langenfeld, and Andrew McIntosh

My online learning community provides me with support to continue my vision towards improving mathematics education. It allows me to fulfill my desire and commitment to offer quality instruction for the students.

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The Hidden Beauty of Complex Numbers

Juan Carlos Ponce Campuzano

a complex function by using domain coloring ( link online ). Juan Carlos Ponce Campuzano teaches mathematics and works on the design and integration of online learning modules and interactive mathematical applets for the School of

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Mathematical Modeling as a Tool for Empowerment

Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

, Elizabeth G. . 2022 . Becoming a Teacher of Mathematical Modeling, Grades 6–12 , 1:01:37. NCTM Professional Development Webinar Series. January 27, 2022 . . Arnold , Elizabeth G

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Finding, Growing, or Restoring Your Pod

Amanda L. Cullen and Rick Anderson

Mathematics Professional Development Webinar, April 3, 2020. . Orr , Jon , and Kyle Pearce . 2020 . “ PD for Your Earbuds: Making a Math Moments That Matter Podcast ." Mathematics Teacher

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Building Powerful Mathematical Thinkers with dINBs

Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The transition to online learning has highlighted the pervasiveness of the digital divide as more than inequitable access to computers and internet ( Hohlfeld et al. 2017 ). Even when students have laptops and physical connectivity, their

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Three-Act Tasks and Online Teaching

Amanda T. Sugimoto and Heidi Meister

( Meyer 2013 ) for the synchronous and asynchronous online learning environment. We then connect these examples to the TPACK framework to discuss considerations for teaching primary mathematics online. TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE PCK