Restructuring a pre-service teacher mathematics education course to develop Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK)
This paper examines key pedagogical and structural changes, made over two semesters, to a core pre-service teacher mathematics course such that it could successfully be taught in mixed (blended) rather than solely face to face mode. Using Transactional Distance Theory (TDT) as a conceptual framework, it outlines the impact of design changes on the development of Mathematical Content Knowledge (MCK) and Mathematical Pedagogical Content Knowledge (MPCK) by pre-service teachers. It also examines the effect of the design changes on attitudes towards the learning of mathematics and the development of self-confidence concerning the teaching of mathematics. Pre-service educator feedback indicated a lowering of mathematics anxiety; improvement in their mathematical pedagogical content knowledge; a shift in perspective regarding mathematics; and an increased confidence in teaching mathematics. These findings have implications for universities moving towards the increased use of online teaching in mixed-mode or blended courses. This article contributes to domain knowledge as blended learning environments in mathematics education have not been thoroughly investigated using TDT. It also contributes to the current educational discourse regarding the appropriateness of delivering mathematics education courses in blended modes.
International Conference of STEM