You are previewing Teaching Mathematics Online.
O'Reilly logo
Teaching Mathematics Online

Book Description

Educational technologies (e-learning environments or learning management systems for individual and collaborative learning, Internet resources for teaching and learning, academic materials in electronic format, specific subject-related software, groupware and social network software, etc.) are changing the way in which higher education is delivered.Teaching Mathematics Online: Emergent Technologies and Methodologies shares theoretical and applied pedagogical models and systems used in math e-learning including the use of computer supported collaborative learning, which is common to most e-learning practices. The book also forecasts emerging technologies and tendencies regarding mathematical software, learning management systems, and mathematics education online and presents up-to-date research work on how mathematics education is changing in a global and Web-based world.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  5. Foreward
  6. Preface
    1. INTRODUCTION
    2. CHAPTER SYNOPSIS
    3. FINAL WORDS
  7. Acknowledgment
  8. Section 1: Blended Experiences in Mathematics e-Learning
    1. Chapter 1: A Model for Asynchronous Discussions in a Mathematics Content Course
      1. ABSTRACT
      2. INTRODUCTION
      3. MODEL DEVELOPMENT
      4. IMPLEMENTATION MODEL
      5. CONCLUSION
    2. Chapter 2: A Blended Learning Approach in Mathematics
      1. Abstract
      2. INTRODUCTION
      3. PROBLEMS AND TRENDS
      4. Background
      5. Description of the Method
      6. SLM Implementation and Some Results
      7. Conclusion
    3. Chapter 3: Screencasting for Mathematics Online Learning
      1. Abstract
      2. Introduction
      3. BACKGROUND
      4. Context: Distance Education at the University in the Past
      5. Case Study: Operations Research
      6. Screencasting in Response to a Student Enquiry on the Online Forum
      7. Screencasting to Provide Short Snippets for Study Material
      8. Implications of Introducing Screencasting
      9. Conclusion
    4. Chapter 4: Mathematics Education
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. DIDACTIC TRANSPOSITION: THE learning objects
      5. Learning Activities
      6. Self and peer assessment
      7. Some experimental outcomes
      8. FUTURE RESEARCH DIRECTIONS
      9. Conclusion
    5. Chapter 5: Best Practices for Hybrid Mathematics Courses
      1. Abstract
      2. INTRODUCTION
      3. Section 1: Content presentation
      4. Section 3: communication
      5. Section 4: demonstration
      6. Section 5: assessment
    6. Chapter 6: Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. A LEARNING OUTCOMES APPROACH TO TEACHING AND LEARNING MATHEMATICS
      4. BLENDED LEARNNING APPROACH: CASE STUDIES OF MATHEMATICS 1 AND MATHEMATICS 2
      5. USE OF SOCIAL SOFTWARE IN MATHEMATICS: CASE STUDY OF DISCRETE MATHEMATICS WITH GRAPH THEORY AND SELECTED CHAPTERS IN MATHEMATICS
  9. Section 2: Pure Online Experiences in Mathematics e-Learning
    1. Chapter 7: Online Communities of Practice as Vehicles for Teacher Professional Development
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. EXPERIENCES OF TRAINING STATISTICS TEACHERS AT-A-DISTANCE
      5. Conclusion
    2. Chapter 8: Mathematics Bridging Education Using an Online, Adaptive E-Tutorial
      1. Abstract
      2. INTRODUCTION
      3. The UM Summer Course Mathematics
      4. Statistical Analyses
      5. Results
      6. Conclusion
    3. Chapter 9: Teaching Mathematics Teachers Online
      1. Abstract
      2. INTRODUCTION
      3. Instructional Strategies for Effective Online Math Learning
      4. Creating Anticipation with Live Technology Tutorials
      5. Sharing Web-Based Discoveries Using Social Bookmarking Technology
      6. Providing Specific and Ongoing Feedback with Candidate Assessment Files
      7. CONCLUSION
    4. Chapter 10: Developing Teachers’ Mathematical Knowledge for Teaching through Online Collaboration
      1. Abstract
      2. Introduction
      3. Theoretical Background
      4. Research in Online Collaboration
      5. Online Asynchronous Collaboration in Mathematics Teacher Development
      6. Setting and Participants
      7. Method
      8. Analysis and Results
      9. Case #1: Engaging with Familiar Mathematics
      10. Case #2: The Set of Transformations and Operations on that Set
      11. Case #3: Equivalence Relations
      12. Conclusion
      13. Future Work
    5. Chapter 11: Self-Regulated Learning and Self Assessment in Online Mathematics Bridging Courses
      1. Abstract
      2. INTRODUCTION
      3. A short History of VEMA: Developing learning Material and course scenarios
      4. The Interactive Material from the learners’ point of view
      5. The Interactive Material From the Authors’ Perspective
      6. The Course Scenarios
      7. The Evaluation-Study
      8. Further Perspectives
      9. Conclusion
    6. Chapter 12: Long-Term Experiences in Mathematics E-Learning in Europe and the USA
      1. Abstract
      2. Introduction
      3. Growth in E-Learning: Europe vs. USA
      4. Teaching Mathematics Online: Benefits and Challenges
      5. Mathematics E-Learning Experiences at the Open University of Catalonia
      6. Mathematics E-Learning Experiences at the Universidade Aberta
      7. Mathematics E-Learning at the State University of New York
      8. Mathematics E-Learning Experiences at the Massachusetts Institute of Technology
      9. Comparison of the Different Models
      10. Common Practices and Useful Recommendations
      11. Conclusion
  10. Section 3: Mathematics Software & Web Resources for Mathematics e-Learning
    1. Chapter 13: My Equations Are the Same as Yours!
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
    2. Chapter 14: Interactive Web-Based Tools for Learning Mathematics
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. WEB-BASED TOOLS for College Mathematics content
      5. WEB-BASED TOOLS for Pre-service Elementary and Middle School Mathematics Teacher Education
      6. FuTURE Trends and rESEARCH dIRECTIONS
      7. Conclusion
    3. Chapter 15: NAUK.si
      1. Abstract
      2. INTRODUCTION
      3. Organizing and Using Teaching Resources
      4. Concerns when Using ICT IN THE Teaching PROCESS
      5. A DIFFERENT APPROACH TO MATH RESOURCE DESIGN
      6. NAUK.si: A practical example
      7. FURTHER WORK
      8. Conclusion
    4. Chapter 16: Software Tools Used in Math Refresher Courses at the University of Alcalá, Spain
      1. Abstract
      2. INTRODUCTION
      3. E-LEARNING PLATFORMS: MOODLE
      4. WIRIS
      5. GEOGEBRA
      6. SAGE
      7. Conclusion
    5. Chapter 17: Formula Editors and Handwriting in Mathematical E-Learning
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. THE USE of media in the delta program
      5. Solutions and Recommendations
      6. Conclusion
    6. Chapter 18: The Role of Technology in Mathematics Support
      1. Abstract
      2. Introduction
      3. The Recent Expansion of Mathematics Support
      4. The Use of Technology in Mathematics Education
      5. The Use of Technology in Mathematics Support at NUIM
      6. Methodology
      7. DEVELOPMENTS
      8. Conclusion
  11. Compilation of References
  12. About the Contributors