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Teaching a Mathematics Education Course via Distance with ASSURE Model
PROCEEDING

, University of Alaska Anchorage, United States ; , , University of Alaksa Anchorage, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated sixty-eight elementary pre-service teachers’ capacity of transferring their pedagogical content knowledge into the math classroom. An independent sample t-test comparison was conducted to examine the differences between face-to-face and online instruction of a mathematics methods course. The online distance course utilized the ASSURE model to instruct undergraduate students enrolled in an elementary mathematics methods course. The data measured in this study for pre-service teachers who were instructed using the ASSURE model included: math content, assessment plan, instructional design & learning theory, instructional design & problem solving, analysis of learning, interpretation of data, and evidence of positive impact on student learning. The findings revealed that participants who received online instruction with the ASSURE model were able to transfer their pedagogical content knowledge effectively, like the participants who took the face-to-face course.

Citation

Hu, H.W., Sasse, G. & Hsiao, W.Y. (2016). Teaching a Mathematics Education Course via Distance with ASSURE Model. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2511-2516). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 6, 2020 from .

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