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What is Asynchronous Online Interactions

Chapter 8
Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education
Interactions mediated via a technology forum which provide an opportunity for students and teachers to interact with each other possibly at different times.
Published in Chapter:
Engaging Mathematically in Synchronous Platforms: Examples and Insights
Eileen Fernández (Montclair State University, USA) and Eliza Leszczyński (Montclair State University, USA)
Copyright: © 2020 |Pages: 22
DOI: 10.4018/978-1-7998-1476-4.ch008
Abstract
In a qualitative self-study, two teacher educators introduce the notion of engaging mathematically to study synchronous interactions in two of their online courses for K-8 teachers. By studying the interactions between themselves and their teachers, the teacher educators are able to describe novel opportunities, negotiations, struggles, and insights involved in engaging mathematically in online platforms. Their mathematical and pedagogical illustrations convey new possibilities for synchronous online interactions during mathematics lessons. These descriptions address a gap in the research on online teaching about how mathematics can be negotiated within these platforms, as well as concerns about the meaningfulness of interactions in online settings. Implications to teacher education practitioners and researchers, and developers of learning management systems suggest the importance of the teacher education community taking a lead role in ensuring that online teaching has a purposeful part to play in the field of mathematics teacher education.
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