Abstract
Online mathematics learning is spreading among tertiary education. One of the challenges for secondary mathematics teachers is to prepare their students to learn in this new format. MOOC videos delivered online for free are one of these formats and it is necessary to investigate how teachers’ beliefs and goals influence their choices about planning and delivering mathematics lessons that resort to this kind of resources. In this chapter, the case of Valeria illuminates important relations between a teacher’s beliefs about her students, and her attitudes towards technology.
| Lingua originale | Inglese |
|---|---|
| Titolo della pubblicazione ospite | Teaching and Learning Mathematics Online |
| Editore | Taylor and Francis |
| Pagine | 41-58 |
| Numero di pagine | 18 |
| ISBN (stampa) | 9781351245586 |
| DOI | |
| Stato di pubblicazione | Pubblicato - 2020 |
OSS delle Nazioni Unite
Questo processo contribuisce al raggiungimento dei seguenti obiettivi di sviluppo sostenibile
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SDG 4 Istruzione di qualità
Keywords
- centrality of online resources
- frequency of use
- in-the-moment teachers’ decision making
- teachers and technology
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