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Clayton M. Edwards

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

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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 www.migrant.org. This project marks the first time that entire middle school and high school curricula are freely accessible on the Web.

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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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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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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 . https://www.nctm.org/online-learning/Webinars/Details/601 . Arnold , Elizabeth G

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Amanda L. Cullen and Rick Anderson

Mathematics Professional Development Webinar, April 3, 2020. https://www.nctm.org/online-learning/Webinars/Presenter/366 . Orr , Jon , and Kyle Pearce . 2020 . “ PD for Your Earbuds: Making a Math Moments That Matter Podcast ." Mathematics Teacher

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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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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

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Langsdorf Alison

responsibilities with child care and other competing demands. Those of us lucky enough to stay well interacted with our students at a distance, through work mailed home, email, and other various online learning platforms. Some of us were able to see and talk with

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Roger S. Wolbert

universities to become Pennsylvania Western University at Edinboro. Wolbert is interested in how technology, online learning, and diversity/equity/inclusion initiatives affect students in a mathematics classroom.