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Online Learning in Mathematics Education

  • Book
  • © 2021

Overview

Editors:
  1. Karen Hollebrands

    1. North Carolina State University, Raleigh, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Robin Anderson

    1. North Carolina State University, Raleigh, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Kevin Oliver

    1. North Carolina State University, Raleigh, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Ensures a timely update to all aspects of teaching mathematics in an online environment
  • Brings together researchers from the areas of instructional design and mathematics education
  • Provides practical, hands on advice for developing an online mathematics curriculum

Part of the book series: Research in Mathematics Education (RME)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xix
    Download chapter PDF

  2. Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies

    • Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal
    Pages 1-20

  3. Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education

    • Marcelo C. Borba, Johann Engelbrecht, Salvador Llinares
    Pages 21-42

  4. Presence in Online Mathematics Methods Courses: Design Principles Across Institutions

    • Dung Tran, Giang-Nguyen T. Nguyen
    Pages 43-63

  5. Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results

    • Hollylynne S. Lee, Rick Hudson, Stephanie Casey, Gemma Mojica, Taylor Harrison
    Pages 65-93

  6. Rehumanizing Mathematics Education and Building Community for Online Learning

    • Naomi A. Jessup, Jennifer A. Wolfe, Crystal Kalinec-Craig
    Pages 95-113

  7. An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching

    • Jeannette D. Alarcón, Jennifer B. Chauvot, Carrie S. Cutler, Susie L. Gronseth
    Pages 115-129

  8. Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course

    • Ji-Yeong I, Ricardo Martinez, Christa Jackson
    Pages 131-145

  9. Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking

    • Simon Byeonguk Han, Eva Thanheiser
    Pages 147-166

  10. A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development

    • Jeffrey Choppin, Julie Amador, Cynthia Callard, Cynthia Carson, Ryan Gillespie, Jennifer Kruger et al.
    Pages 167-186

  11. The Impact of an Online Teacher Education Program on the Development of Prospective Secondary Mathematics Teachers’ Noticing

    • Ceneida Fernández, Salvador Llinares, Yoilyn Rojas
    Pages 187-206

  12. Theory-Based Intervention Framework to Improve Mathematics Teachers’ Motivation to Engage in Online Professional Development

    • Nathan A. Hawk, Margaret A. Bowman, Kui Xie
    Pages 207-225

  13. Mathematics for the Citizen, m@t.abel, and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Development

    • Ferdinando Arzarello, Ornella Robutti, Eugenia Taranto
    Pages 227-251

  14. Tweeting or Listening to Learn: Professional Networks of Mathematics Teachers on Twitter

    • Anne Garrison Wilhelm, Jaymie Ruddock
    Pages 253-270

  15. A Distributed Leadership Model for Informal, Online Faculty Professional Development

    • Erica R. Miller, Emily Braley
    Pages 271-290

  16. Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context

    • Amanda M. Brown, Irma Stevens, Patricio Herbst, Craig Huhn
    Pages 291-316

  17. Virtual Field Experiences as an Opportunity to Develop Preservice Teachers’ Efficacy and Equitable Teaching Practice

    • Liza Bondurant, Joel Amidon
    Pages 317-334

  18. Back Matter

    Pages 335-342
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Keywords

About this book

This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers’ learning to teach mathematics. The move to online learning has steadily increased over the past decade. Its most rapid movement occurring in 2020 with most instruction taking place remotely. Chapters in this book highlight issues related to teacher learning in three main contexts: formal, informal, and experiential or practice-based. This volume brings together researchers from the different but related fields of instructional design and mathematics education to engage in dialogue around how we design and study the impacts of online learning in general and online mathematics education more specifically.

The book is very timely with most instruction taking place online and mathematics educators addressing challenges related to supporting teachers’ formal, informal, and experiential learning online. A chapter in each section will synthesize ideas presented by instructional designers and mathematics educators as it relates to teacher learning in each context. At the end of each section, a retrospective chapter is presented to reflect on what the different perspectives offer to better understand mathematics teacher learning in online environments.

This book is of interest to mathematics educators, researchers, teacher educators, professional development providers, and instructional designers.

Reviews

“This book’s strength is that it is multidimensional, rich in theory, practice, research, references, and technology associated with supporting mathematics educators through and towards online learning. This book is a great source of knowledge, and we appreciate the placement of the chapters into each section. The chapter organization within each section provides the reader with a logical progression of conceptual understanding, experience, examples, and empirical research. … we recommend that anyone interested in online mathematics education should read this book.” (Marfuah Marfuah, Rita Novita and Sri Wulandari Danoebroto, EducationalStudies in Mathematics, Vol. 112 (2), 2023)

Editors and Affiliations

  • North Carolina State University, Raleigh, USA

    Karen Hollebrands, Robin Anderson, Kevin Oliver

About the editors

Dr. Karen F. Hollebrands is a Professor at North Carolina State University and Interim Associate Dean for Research and Innovation. She is a mathematics educator whose research focuses on studying students’ and teachers’ use of technology and their mathematical understanding, the preparation of teachers to use technology to teach mathematics, and the design of curricula to support mathematics teacher educators who prepare teachers to use technology. She has received several grants to support her research in these areas. She currently serves as the editor of the Mathematics Teacher Educator journal that is supported by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics.


Dr. Robin Keturah Anderson is an Assistant Professor at North Carolina State University in the department of Science, Technology, Engineering, and Mathematics Education and a former secondary mathematics and physics teacher. She is a mathematics educator whose research focuses on online teacher learning using computer supported qualitative methods. 


Dr. Kevin Oliver is a Professor at North Carolina State University in the department of Teacher Education and Learning Sciences. He coordinates Learning, Design, and Technology (LDT) graduate programs, including an online master's program and an online graduate certificate in learning analytics. He teaches courses on distance education, culture and technology, and informal learning, and has served as a Co-Principal Investigator on grants and contracts to study massively open online courses (MOOCs) and K-12 virtual schooling from the NSF, Gates Foundation, and NC Department of Public Instruction.

Bibliographic Information

  • Book Title: Online Learning in Mathematics Education

  • Editors: Karen Hollebrands, Robin Anderson, Kevin Oliver

  • Series Title: Research in Mathematics Education

  • DOI: https://doi.org/10.1007/978-3-030-80230-1

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-80229-5Published: 28 October 2021

  • Softcover ISBN: 978-3-030-80232-5Published: 29 October 2022

  • eBook ISBN: 978-3-030-80230-1Published: 27 October 2021

  • Series ISSN: 2570-4729

  • Series E-ISSN: 2570-4737

  • Edition Number: 1

  • Number of Pages: XIX, 342

  • Number of Illustrations: 17 b/w illustrations, 49 illustrations in colour

  • Topics: Mathematics Education, Education, general

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