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  • Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is this the whole story?

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    Strang484382-Published.pdf (537.2Kb)
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    Version of Record (VoR)
    Author(s)
    Strang, Rebekah
    Larkin, Kevin
    Griffith University Author(s)
    Larkin, Kevin M.
    Year published
    2018
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    Abstract
    Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher ...
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    Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success.
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    Conference Title
    Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)
    Publisher URI
    https://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx
    Copyright Statement
    © 2018 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/404320
    Collection
    • Conference outputs

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