Pandemics, PSTS, and Pedagogy: Future Proofing ITE Mathematics Education

Author(s)
Larkin, Kevin
Grootenboer, Peter
Griffith University Author(s)
Year published
2023
Metadata
Show full item recordAbstract
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.
View less >
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