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Designing the Online Portion of Hybrid Pedagogy and Content Courses for Preservice Elementary Teachers
PROCEEDINGS

, The University of Houston-Downtown, United States ; , The University of Houston, 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

We are teacher educators trying to develop deep conceptual understanding of mathematics and pedagogy by engaging students in problem solving and reasoning activity. We struggle with how to do this in an online setting. Our session will inform participants about what has gone well in our courses; what we continue to struggle with and engage participants in a discussion about best practices. We will provide two different approaches to online instruction in hybrid classes for preservice elementary teachers. We will discuss the software programs and online interactive textbook programs that we have come to depend on, as well as how we are able to provide opportunities for our students to think deeply about mathematics teaching and learning. We will give several examples of online mathematical tasks that we have used with our students and provide examples of student work and discuss some of the issues with online instruction of preservice teachers that we continue to struggle with.

Citation

Quander, J. & Goffney, I. (2013). Designing the Online Portion of Hybrid Pedagogy and Content Courses for Preservice Elementary Teachers. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 946-952). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .

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