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Teaching Mathematics Teachers Online: Strategies for Navigating the Intersection of Andragogy, Technology, and Reform-Based Mathematics Education
Abstract
Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the professional development of in-service teachers. However, instructors of mathematics education courses which are offered online must navigate certain formidable obstacles in the planning and delivery of their online learning experiences. In an era of reform-oriented mathematics education (National Council of Teachers of Mathematics, 2000; Ontario Ministry of Education, 2005), which emphasizes the increased use of manipulatives, technology, groupwork, problem-based learning, and varied assessment, the “virtual” instructor must develop creative methods for modeling these important aspects of teaching and learning. Drawing upon the relevant research literature, and based on nearly a decade of online instructor/course evaluation feedback and on the author’s own observations, the following paper presents five key strategies for bridging this technological gap, and for navigating the intersection of andragogy (i.e., adult education), technology, and reform-based mathematics education within emergent online teaching models.
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