Mathematical Representations in a Synchronous Online Mathematics Specialist Preparation Program

Authors

Theresa Wills, George Mason UniversityFollow
Deborah Crawford, Frederick County Public SchoolsFollow
Kate Roscioli, Prince William County Public SchoolsFollow
Shruti Sanghavi, Prince William County Public SchoolsFollow

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

DOI

https://doi.org/10.25891/xzy1-8q44

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