dc.contributor.author | Larkin, Kevin | |
dc.contributor.author | Jamieson-Proctor, Romina | |
dc.date.accessioned | 2017-07-19T05:24:07Z | |
dc.date.available | 2017-07-19T05:24:07Z | |
dc.date.issued | 2015 | |
dc.identifier.issn | 1442-3901 | |
dc.identifier.uri | http://hdl.handle.net/10072/98953 | |
dc.description.abstract | Thispaper examines the impact of a series of design changes to an onlinemathematics education course in terms of transactional distance between learnerand teachers, pre-service education students’ attitudes towards mathematics,and their development of mathematical pedagogical knowledge. TransactionalDistance Theory (TDT) was utilised to investigate and describe the interactionsamong course structure, course dialogue and student autonomy in an onlinecourse over a two-year period. Findings indicate that Web 2.0 technologies,when used thoughtfully by teachers, afford high levels of structure anddialogue within the online course. Feedback from pre-service teachers indicatedan improved attitude towards mathematics and an increase in their mathematicalpedagogical content knowledge. These findings have implications foruniversities moving towards the delivery of teacher education courses entirelyonline. The provision of supportive learning spaces for mathematics educationis a key factor in fostering positive attitudes towards mathematics. Thisarticle generates new knowledge as blended and online learning environments inmathematics education have not been investigated using TDT and contributes tothe current debate regarding the appropriateness of mathematics educationdelivered completely online. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Mathematics Education Research Group of Australasia | |
dc.publisher.uri | http://www.merga.net.au/ojs/index.php/mted/article/view/193 | |
dc.relation.ispartofpagefrom | 44 | |
dc.relation.ispartofpageto | 61 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Mathematics Teacher Education and Development | |
dc.relation.ispartofvolume | 17 | |
dc.subject.fieldofresearch | Mathematics and Numeracy Curriculum and Pedagogy | |
dc.subject.fieldofresearch | Higher Education | |
dc.subject.fieldofresearch | Curriculum and Pedagogy | |
dc.subject.fieldofresearch | Specialist Studies in Education | |
dc.subject.fieldofresearchcode | 130208 | |
dc.subject.fieldofresearchcode | 130103 | |
dc.subject.fieldofresearchcode | 1302 | |
dc.subject.fieldofresearchcode | 1303 | |
dc.title | Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Version of Record (VoR) | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.rights.copyright | © 2015 MERGA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Larkin, Kevin M. | |