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Evaluation of Preservice Teachers’ Virtual, Place-based Lessons for Math Day—The Amazing Race
PROCEEDINGS

, , University of Hawai'i at Hilo, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report on the findings of a study conducted on preservice teachers’ and student participants’ evaluations of Math Day—The Amazing Race. This event was conducted by preservice teachers who created and presented virtual, place-based mathematics lessons to student participants at the University of Hawai’i at Hilo during the spring of the 2012-13 academic year. Preservice teachers’ evaluations of the event from a presenter’s perspective were considered positive (mean score rating of 3.60/4.00). Student evaluations of the event from a participant’s perspective were also considered positive (mean score rating of 3.78/4.00). Preservice teachers’ suggestions for virtual, place-based lesson plan and Math Day improvements, as well as recommendations for subsequent Math Day events, are provided.

Citation

Barrett, D. & Ray, J. (2013). Evaluation of Preservice Teachers’ Virtual, Place-based Lessons for Math Day—The Amazing Race. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 41-44). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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References

  1. Gadanidis, G., Gadanidis, J., & Schindler, K. (2003). Pre-service Mathematics Teacher Lesson Planning with Online Applets. Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 2892-2895). Chesapeake: AACE. Retrieved from http://www.editlib.org/p/18589
  2. Santagata, R., Zannoni, C., & Stigler, J. (2007). The Role of Lesson Analysis in Pre-service Teacher Education: An Empirical Investigation of Teacher Learning from a Virtual Video-based Field Experience. Journal of Mathematics Teacher Education, 10(2), 123-140.

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