Developing an Online Mathematics Methods Course for Preservice Teachers: Impact, Implications, and Challenges

Developing an Online Mathematics Methods Course for Preservice Teachers: Impact, Implications, and Challenges

Drew Polly
Copyright: © 2014 |Pages: 10
DOI: 10.4018/978-1-4666-5162-3.ch021
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Abstract

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.
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Theoretical Framework

The theoretical foundation for this course is heavily rooted in the epistemological framework of learner-centered instruction (National Partnership for Excellence and Accountability in Teaching, 2000; Polly & Hannafin, 2010) as well as the construct of zone of proximal development ([ZPD]; Tharp & Gallimore, 1991).

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