Creative approaches to teaching mathematics education with online tools during COVID-19
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Sharyn Livy [1] ; Tracey Muir [2] ; Carol Murphy [2] ; Allison Trimble [2]
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[1] Monash University
Monash University
Australia
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[2] University of Tasmania
University of Tasmania
Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 3, 2022, págs. 573-581
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In March 2020, COVID-19 restrictions required our university courses to be offered in online mode only. This quick transition meant that lecturers were suddenly tasked with adapting their classroom-based teaching approaches and materials to the online space. For mathematics teacher educators (MTEs), whose on-campus classes were characterized by participation in interactive activities, the challenge was to devise alternative ways to provide their learners with appropriate mathematical experiences. This article examines how two different MTEs utilized technological tools to adapt their courses online. It looks at the features of these tools and considers how they contributed to students’ learning, particularly in terms of the Substitution, Augmentation, Modification and Redefinition (SAMR) model.
