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Counting to 20: The Affordances and Constraints of Face-to-Face and Online Versions of an Elementary Mathematics Methods Problem-Solving Activity
PROCEEDINGS

, East Carolina University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper examines the role that different learning environments play in the implementation of a single problem-solving activity in an elementary mathematics methods course. This course is taught both online and face-to-face. The activity, done in the first class period or first module of the course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed for the face-to-face course, it is not the case that it is fully useful there and less useful in the online version. Rather, each context privileges different ideas about teaching and learning mathematics. Possibilities to address the challenges of each environment are considered with emphasis on task structure and the role of the instructor.

Citation

Stein, C. (2010). Counting to 20: The Affordances and Constraints of Face-to-Face and Online Versions of an Elementary Mathematics Methods Problem-Solving Activity. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3523-3528). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from .

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