Abstract
Online math videos are spreading in the world wide web, but little research in Mathematics Education focuses on the ways teachers use these videos in their teaching practices, if any. In particular, we claim that it is of crucial importance to investigate how teachers’ beliefs and goals influence their choices about planning and delivering mathematics lessons that resort to this kind of resources. In the present chapter we present two cases that add complexity to the case of Valeria, described in the previous chapter.
| Original language | English |
|---|---|
| Title of host publication | Teaching and Learning Mathematics Online |
| Publisher | Taylor and Francis |
| Pages | 60-71 |
| Number of pages | 12 |
| ISBN (Print) | 9781351245586 |
| DOIs | |
| Publication status | Published - 1 Jan 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- centrality of online resources
- frequency of use
- in-the-moment teachers’ decision making
- teachers and technology
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