Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online
Abstract
This paper describes the use of transactional distance theory (TDT) as a conceptual framework to underpin the design and delivery of a fully online first-year mathematics education methods course to pre-service teachers. It identifies key issues evident in the mathematical literature concerning mathematics education in general and pre-service teacher mathematics education in particular. It describes the use of a course design process based on data collection and reflection, course redesign, and implementation of design changes in a cyclical process to achieve course objectives.
Conference Title
Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia
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Copyright Statement
© 2013 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 publisher’s website or contact the authors.
Subject
Mathematics and Numeracy Curriculum and Pedagogy