Abstract
Distance modes of teaching and learning have proved to be increasingly popular, worldwide, during the last three decades of this century, especially in the areas of mathematics and mathematics education. This chapter critically examines the distance education phenomenon in relation to several key variables: the nature and purposes of both mathematics and distance teaching; the current and potential roles of computer technology in the flexible delivery process; and the particular implications of these factors in relation to interactions between so-called ‘developed’ and ‘developing’ countries. Case studies of current practice are presented to exemplify several of these key issues in relation to course development and delivery. Finally, a framework for future discussion is provided in the form of eight possibly contentious propositions which call for stronger theoretical and practical relationships to be developed between educators in the fields of distance education, mathematics and mathematics education.
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Arnold, S., Shiu, C., Ellerton, N. (1996). Critical Issues in the Distance Teaching of Mathematics and Mathematics Education. In: Bishop, A.J., Clements, K., Keitel, C., Kilpatrick, J., Laborde, C. (eds) International Handbook of Mathematics Education. Kluwer International Handbooks of Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_20
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DOI: https://doi.org/10.1007/978-94-009-1465-0_20
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