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.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Collaborative Learning in Mathematical Education
Computer Supported Mathematical Learning
Distributed E-Learning Environments for Mathematics
E-Learning Management Systems and Mathematical Education
Emerging Technologies in Mathematical Education
Evaluation of Technology Systems for Math E-Learning
Free and Open Source Software for Math Learning
Groupware Systems in Mathematical Teaching
Simulation-Supported Learning and Instruction in Mathematics
Web-Based Mathematical Instruction/Learning

Reviews & Statements

"The purpose of this book is 'to provide insight and understanding into practical pedagogical and methodological issues related to mathematics e-learning, and to provide insight and understanding into current and future trends regarding how mathematics instruction is being facilitated and leveraged with a web-based and other emerging technologies'." [...] "With this book, the editors have indeed succeeded to reach their goals. They have brought together a great variety of interesting information about online web resources and their use in both blended and online teaching of mathematics. Math educators will certainly find both information and motivation in several chapters to improve their teaching through good use of technology and online resources."

– Hans Cuypers, for the German science journal, "Nieuw Archief voor Wiskunde", Vol. 5, No. 13

...Chapters expound some very sound pedagogy and investigate the use of e-learning and blended learning from a theoretical perspective. [...] Contains plenty of interesting case studies.

– Alasdair McAndrew, Victoria University, Australia, Computing Reviews

Table of Contents

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Editor/Author Biographies

Angel A. Juan is an Associate Professor of Simulation and Data Analysis in the Computer Science Department at the Open University of Catalonia (UOC) as well as a Researcher at the Internet Interdisciplinary Institute (IN3). He also collaborates, as a Lecturer of Computer Programming and Applied Statistics, with the Department of Applied Mathematics I at the Technical University of Catalonia (UPC). He holds a Ph.D. in Applied Computational Mathematics (UNED), an M.S. in Information Systems & Technology (UOC), and an M.S. in Applied Mathematics (University of Valencia). His research interests include both service and industrial applications of computer simulation, probabilistic algorithms, educational data analysis, and mathematical e-learning. He has published several papers in international journals, books and proceedings regarding these fields. Also, he has been involved in several international research projects. He is an editorial board member of the Int. J. of Data Analysis Techniques and Strategies as well as of the Int. J. of Information Systems & Social Change, and a member of the INFORMS society. His e-mail is: ajuanp@uoc.edu.

Antonia Huertas is an Associate Professor of Mathematics and Knowledge Representation in the Computer Sciences Department at the Open University of Catalonia (Barcelona, Spain). She holds a Ph.D. in Mathematics (University of Barcelona). Her research interests include knowledge representation and rationing and mathematical e-learning. Her e-mail is: mhuertass@uoc.edu

Sven Trenholm is currently a PhD research student at Loughborough University’s Mathematics Education Center. Previously, for more than ten years, he taught as a fulltime mathematics instructor within the State University of New York. He holds an MSc in Curriculum Design and Instructional Technology (SUNY Albany) and a BSc and DipEd in Mathematics (McGill). His PhD research is focused on assessment approaches of tertiary mathematics e-learning instructors. His research interests also include disciplinary differences in approaches to e-learning, mathematics e-lecturing, efficacy of e-learning for courses in basic numeracy and psychological aspects of e-learning. Within these fields of interest, he has published journal papers and presented numerous times. His e-mail is: s.trenholm@lboro.ac.uk.

Cristina Steegmann is currently a PhD research student at Open University of Catalonia (Barcelona, Spain). She has more than ten years of experience teaching mathematics online to Engineering students. Her PhD is focused on Mathematical e-learning in the context of the European area of higher education. As a result, she has participated in different research projects on those topics and is co-author of several papers and chapters published in international journals and books. Her e-mail is: csteegmann@uoc.edu.

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Editorial Advisory Board

Elena Barbera, eLearn Center - Open University of Catalonia, Spain
Antonio F. Costa, Universidad Nacional de Educación a Distancia, Spain
Thanasis Daradoumis, University of the Aegean, Greece
Kellie S. Grasman, Missouri University of Science & Technology, USA
Susan L. Kutryb, Hudson Valley Community College, USA
Fernando Pestana da Costa, Universidade Aberta, Portugal
Francesca Pozzi, Istituto Tecnologie Didattiche - CNR, Italy
Teresa Sancho, Open University of Catalonia, Spain