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

View/ Open
File version
Version of Record (VoR)
Author(s)
Strang, Rebekah
Larkin, Kevin
Griffith University Author(s)
Year published
2018
Metadata
Show full item recordAbstract
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 ...
View more >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.
View less >
View more >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.
View less >
Conference Title
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)
Publisher URI
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