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001440638 001__ 1440638
001440638 003__ OCoLC
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001440638 019__ $$a1281240546$$a1281653067$$a1281972839$$a1287778535
001440638 020__ $$a3030802302$$q(electronic book)
001440638 020__ $$a9783030802301$$q(electronic bk.)
001440638 020__ $$z9783030802295
001440638 020__ $$z3030802299
001440638 0247_ $$a10.1007/978-3-030-80230-1$$2doi
001440638 035__ $$aSP(OCoLC)1281583205
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001440638 049__ $$aISEA
001440638 050_4 $$aQA20.C65$$bO55 2021
001440638 08204 $$a510.71$$223
001440638 24500 $$aOnline learning in mathematics education /$$cKaren Hollebrands, Robin Anderson, Kevin Oliver, editors.
001440638 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001440638 264_4 $$c©2021
001440638 300__ $$a1 online resource :$$billustrations (some color)
001440638 336__ $$atext$$btxt$$2rdacontent
001440638 337__ $$acomputer$$bc$$2rdamedia
001440638 338__ $$aonline resource$$bcr$$2rdacarrier
001440638 347__ $$atext file
001440638 347__ $$bPDF
001440638 4901_ $$aResearch in mathematics education
001440638 504__ $$aIncludes bibliographical references and index.
001440638 5050_ $$aChapter 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.
001440638 506__ $$aAccess limited to authorized users.
001440638 520__ $$aThis 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.
001440638 588__ $$aOnline resource; title from digital title page (viewed on November 04, 2021).
001440638 650_0 $$aMathematics$$xComputer-assisted instruction.
001440638 650_0 $$aWeb-based instruction.
001440638 650_0 $$aMathematics teachers$$xTraining of.
001440638 650_6 $$aMathématiques$$xEnseignement assisté par ordinateur.
001440638 650_6 $$aProfesseurs de mathématiques$$xFormation.
001440638 655_0 $$aElectronic books.
001440638 7001_ $$aHollebrands, Karen F.,$$eeditor.
001440638 7001_ $$aAnderson, Robin,$$eeditor.
001440638 7001_ $$aOliver, Kevin,$$eeditor.
001440638 77608 $$iPrint version:$$z3030802299$$z9783030802295$$w(OCoLC)1255173350
001440638 830_0 $$aResearch in mathematics education (Springer (Firm))
001440638 852__ $$bebk
001440638 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-80230-1$$zOnline Access$$91397441.1
001440638 909CO $$ooai:library.usi.edu:1440638$$pGLOBAL_SET
001440638 980__ $$aBIB
001440638 980__ $$aEBOOK
001440638 982__ $$aEbook
001440638 983__ $$aOnline
001440638 994__ $$a92$$bISE