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dc.contributor.authorLarkin, Kevin
dc.contributor.authorJamieson-Proctor, Romina
dc.date.accessioned2017-07-19T05:24:07Z
dc.date.available2017-07-19T05:24:07Z
dc.date.issued2015
dc.identifier.issn1442-3901
dc.identifier.urihttp://hdl.handle.net/10072/98953
dc.description.abstractThispaper 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.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherMathematics Education Research Group of Australasia
dc.publisher.urihttp://www.merga.net.au/ojs/index.php/mted/article/view/193
dc.relation.ispartofpagefrom44
dc.relation.ispartofpageto61
dc.relation.ispartofissue1
dc.relation.ispartofjournalMathematics Teacher Education and Development
dc.relation.ispartofvolume17
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode130103
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleUsing Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, 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.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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