Teaching Mathematics Online: Emergent Technologies and by Angel A. Juan, Maria A. Huertas, Sven Trenholm, Cristina

By Angel A. Juan, Maria A. Huertas, Sven Trenholm, Cristina Steegmann

Academic applied sciences (e-learning environments or studying administration platforms for person and collaborative studying, web assets for educating and studying, educational fabrics in digital layout, particular subject-related software program, groupware and social community software program, etc.) are altering the way greater schooling is delivered.Teaching arithmetic on-line: Emergent applied sciences and Methodologies stocks theoretical and utilized pedagogical types and structures utilized in math e-learning together with using desktop supported collaborative studying, that's universal to so much e-learning practices. The publication additionally forecasts rising applied sciences and traits concerning mathematical software program, studying administration platforms, and arithmetic schooling on-line and provides updated examine paintings on how arithmetic schooling is altering in a world and Web-based global.

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We are Mathematics lecturers in a traditional engineering university where face-to-face teaching is prevalent; however, some elements of online learning are widely used. Almost all courses have websites through which the lecturer stays in touch with students and uploads different materials for them in addition to face-to-face lectures, tutorials and office hours. In attempting to resolve problems related to our face-to-face teaching (for details, see the “Problems and Trends” section), we exploited the opportunities offered by the worldwide web.

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Dosdall, M. (2010). Weighing the risks of excessive participation in asynchronous online discussions against the benefits of robust participation. MERLOT Journal of Online Learning and Teaching, 6, 55–61. , & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions . In West, L. H. , & Pines, A. L. ), Cognitive structure and conceptual change (pp. 233–258). New York: Academic Press. , & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.

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