國立虎尾科技大學 |

Online Learning in Mathematics Education

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Online Learning in Mathematics Education/ edited by Karen Hollebrands, Robin Anderson, Kevin Oliver.
other author:	Hollebrands, Karen.
Description:	XIX, 342 p. 66 illus., 49 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Mathematics—Study and teaching . -
Online resource:	https://doi.org/10.1007/978-3-030-80230-1
ISBN:	9783030802301

Online Learning in Mathematics Education
Online Learning in Mathematics Education[electronic resource] /edited by Karen Hollebrands, Robin Anderson, Kevin Oliver. - 1st ed. 2021. - XIX, 342 p. 66 illus., 49 illus. in color.online resource. - Research in Mathematics Education,2570-4737. - Research in Mathematics Education,.

Chapter 1 . Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies -- Chapter 2. Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education -- Chapter 3. Presence in Online Mathematics Methods Courses: Design Principles Across Institutions -- Chapter 4. Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results -- Chapter 5. Rehumanizing Mathematics Education and Building Community for Online Learning -- Chapter 6. An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching -- Chapter 7. Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course -- Chapter 8. Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking -- Chapter 9. A Three-Part Synchronous Online Model for Middle Grades Mathematics Teachers’ Professional Development -- Chapter 10. THE IMPACT OF AN ONLINE TEACHER EDUCATION PROGRAM ON THE DEVELOPMENT OF PROSPECTIVE SECONDARY MATHEMATICS TEACHERS’ NOTICING -- Chapter 11. Theory-based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Online Professional Development -- Chapter 12. Mathematics for the Citizen, m@t.abel and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Development -- Chapter 13. Tweeting or Listening to Learn: Professional Networks of Mathematics Teachers on Twitter -- Chapter 14. A Distributed Leadership Model for Informal, Online Faculty Professional Development -- Chapter 15. Confronting Teachers with Contingencies to Support Their Learning about Situation-Specific Pedagogical Decisions in an Online Context -- Chapter 16. Virtual Field Experiences as an Opportunity to Develop Preservice Teachers Efficacy and Equitable Teaching Practice.

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.

ISBN: 9783030802301

Standard No.: 10.1007/978-3-030-80230-1doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

Online Learning in Mathematics Education
LDR:04930nam a22004215i 4500 001 1056684
003 DE-He213
005 20211027114128.0
007 cr nn 008mamaa
008 220103s2021 sz | s |||| 0|eng d
020 $a 9783030802301 $9 978-3-030-80230-1
024 7 $a 10.1007/978-3-030-80230-1 $2 doi
035 $a 978-3-030-80230-1
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 370 $2 23
245 1 0 $a Online Learning in Mathematics Education $h [electronic resource] / $c edited by Karen Hollebrands, Robin Anderson, Kevin Oliver.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XIX, 342 p. 66 illus., 49 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Research in Mathematics Education, $x 2570-4737
505 0 $a Chapter 1 . Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies -- Chapter 2. Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education -- Chapter 3. Presence in Online Mathematics Methods Courses: Design Principles Across Institutions -- Chapter 4. Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results -- Chapter 5. Rehumanizing Mathematics Education and Building Community for Online Learning -- Chapter 6. An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching -- Chapter 7. Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course -- Chapter 8. Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking -- Chapter 9. A Three-Part Synchronous Online Model for Middle Grades Mathematics Teachers’ Professional Development -- Chapter 10. THE IMPACT OF AN ONLINE TEACHER EDUCATION PROGRAM ON THE DEVELOPMENT OF PROSPECTIVE SECONDARY MATHEMATICS TEACHERS’ NOTICING -- Chapter 11. Theory-based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Online Professional Development -- Chapter 12. Mathematics for the Citizen, m@t.abel and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Development -- Chapter 13. Tweeting or Listening to Learn: Professional Networks of Mathematics Teachers on Twitter -- Chapter 14. A Distributed Leadership Model for Informal, Online Faculty Professional Development -- Chapter 15. Confronting Teachers with Contingencies to Support Their Learning about Situation-Specific Pedagogical Decisions in an Online Context -- Chapter 16. Virtual Field Experiences as an Opportunity to Develop Preservice Teachers Efficacy and Equitable Teaching Practice.
520 $a 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.
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Education. $3 555912
650 1 4 $a Mathematics Education. $3 671509
650 2 4 $a Education, general. $3 1068901
700 1 $a Hollebrands, Karen. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1362040
700 1 $a Anderson, Robin. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1362041
700 1 $a Oliver, Kevin. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1362042
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030802295
776 0 8 $i Printed edition: $z 9783030802318
776 0 8 $i Printed edition: $z 9783030802325
830 0 $a Research in Mathematics Education, $x 2570-4729 $3 1261529
856 4 0 $u https://doi.org/10.1007/978-3-030-80230-1
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)