Learning to Teach Mathematics: Face-to-Face, Hybrid, and Online

• In Event: 75.036 - Learning Mathematics, Reading, and Foreign Languages

Abstract

The increase of online education in K-12 schools and in teacher education programs has been dramatic. This study compared the pedagogical content knowledge of the pre-service teachers enrolled in a mathematics methods course offered in three different course formats: face-to-face, hybrid and online. Findings suggested significant growth from pre to post tests across all three different course formats. There were no interaction effect regardless of duration or course section. Additionally, there were no significant differences in the learning outcomes when the meeting time was reduced to 1/3 and the meeting was conducted online. This study adds to the literature on the equivalence of delivery formats of pre-service teacher education courses.

Authors

• Xiaofang Zeng, Texas Tech University

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University