Publication Date
2021
Abstract
Universities are implementing more online courses (Yamagata-Lynch, 2014). However, instructors may feel a sense of trepidation in transitioning a mathematics class to a synchronous online platform because they do not want to compromise quality pedagogy (Herrington et al., 2001) for the convenience of an online environment (Wills, 2021). Some courses have successfully transitioned to a synchronous online environment while maintaining rich discussion and student collaboration (Baker & Hjalmarson, 2019); however, mathematics content courses include the additional challenge of incorporating problem solving with multiple representations. This paper focuses on how mathematical representations emerge in a synchronous online course for mathematics specialists.
Volume
17
Issue
1
Recommended Citation
Wills, Theresa; Crawford, Deborah; Roscioli, Kate; and Sanghavi, Shruti
(2021)
"Mathematical Representations in a Synchronous Online Mathematics Specialist Preparation Program,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 17:
No.
1, Article 9.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/9
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Teacher Education and Professional Development Commons