NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1078418
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1442-3901
Using Transactional Distance Theory to Redesign an Online Mathematics Education Course for Pre-Service Primary Teachers
Larkin, Kevin; Jamieson-Proctor, Romina
Mathematics Teacher Education and Development, v17 n1 p44-61 2015
This paper examines the impact of a series of design changes to an online mathematics education course in terms of transactional distance between learner and teachers, pre-service education students' attitudes towards mathematics, and their development of mathematical pedagogical knowledge. Transactional distance theory (TDT) was utilised to investigate and describe the interactions among course structure, course dialogue and student autonomy in an online course over a two-year period. Findings indicate that Web 2.0 technologies, when used thoughtfully by teachers, can afford high levels of structure and dialogue. Feedback from pre-service teachers indicated an improved attitude towards mathematics and an increase in their mathematical pedagogical content knowledge. These findings have implications for universities moving towards the delivery of teacher education courses entirely online.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia