Pandemics, PSTS, and Pedagogy: Future Proofing ITE Mathematics Education
Abstract
This short paper reports on changes to two compulsory mathematics education courses for pre-service teachers (PSTs) that were modified as a response to the Covid-19 outbreak in 2020. The modification required that all elements of the course – lectures, workshops, and tutorials were to be offered fully online. Our findings indicate three main themes arose during course delivery; lecturer presence via video during lectures; modifying content delivery formats to facilitate online lectures, workshops, and tutorials; and, ensuring “access to concrete mathematics materials”. Based on end of semester feedback, we were successful ...
View more >This short paper reports on changes to two compulsory mathematics education courses for pre-service teachers (PSTs) that were modified as a response to the Covid-19 outbreak in 2020. The modification required that all elements of the course – lectures, workshops, and tutorials were to be offered fully online. Our findings indicate three main themes arose during course delivery; lecturer presence via video during lectures; modifying content delivery formats to facilitate online lectures, workshops, and tutorials; and, ensuring “access to concrete mathematics materials”. Based on end of semester feedback, we were successful in maintaining lecturer presence and the modified delivery methods met student needs; however, we are still iterating in our attempts to incorporate concrete materials in our online pedagogy.
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View more >This short paper reports on changes to two compulsory mathematics education courses for pre-service teachers (PSTs) that were modified as a response to the Covid-19 outbreak in 2020. The modification required that all elements of the course – lectures, workshops, and tutorials were to be offered fully online. Our findings indicate three main themes arose during course delivery; lecturer presence via video during lectures; modifying content delivery formats to facilitate online lectures, workshops, and tutorials; and, ensuring “access to concrete mathematics materials”. Based on end of semester feedback, we were successful in maintaining lecturer presence and the modified delivery methods met student needs; however, we are still iterating in our attempts to incorporate concrete materials in our online pedagogy.
View less >
Conference Title
31st Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education
Publisher URI
Subject
Mathematics and numeracy curriculum and pedagogy