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dc.contributor.authorLarkin, Kevin
dc.date.accessioned2018-09-06T01:09:31Z
dc.date.available2018-09-06T01:09:31Z
dc.date.issued2016
dc.identifier.issn1473-0111
dc.identifier.urihttp://hdl.handle.net/10072/100891
dc.description.abstractThis article examines pedagogical changes to a mathematics education course for preservice teachers (PSTs) over a three-year period. Transactional Distance Theory (TDT) is used as a conceptual framework underpinning the course redesign. A case study of one campus (Campus A) is presented. It is chosen for analysis because, of the three campuses on which this course is taught, it is this Campus that starkly illuminates the unfolding, three-year drama of course redesign.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversity of Exeter
dc.publisher.urihttp://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/7
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto14
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal for Mathematics Teaching and Learning
dc.relation.ispartofvolume17
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130103
dc.subject.fieldofresearchcode1302
dc.titleCourse Redesign to Improve Pre-service Teacher Engagement and Confidence to Teach Mathematics: A Case Study in Three Parts
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2016. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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