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Designing and Teaching an Online Elementary Mathematics Methods Course: Promises, Barriers, and Implications

Designing and Teaching an Online Elementary Mathematics Methods Course: Promises, Barriers, and Implications
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Author(s): Drew Polly (University of North Carolina ‑ Charlotte, USA)
Copyright: 2015
Pages: 22
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch034

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Abstract

This chapter discusses a longitudinal examination of a mathematics methods course for teacher candidates taught in hybrid and a 100% asynchronous online format. Using Guskey's (2000) framework for evaluating learning experiences for teachers, thematic analysis was conducted on teacher candidates' course feedback and two major course assignments. Data analysis indicated that teacher participants valued the amount of support provided by the instructor and communication with classmates, had mixed comments about having to take ownership of their learning, and disliked the amount of work in the course. Participants' work samples reflected the application of emphasized pedagogies in lesson plans and course projects, and participants also positively impacted student learning during their clinical project. Implications for future courses as well as the examination of online methods courses are shared.

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