Graduate Communities of Inquiry Foster a Vision of Effective Pre-K–12 Mathematics Distance Teaching

• In Event: Wide-Ranging Topics in Mathematics Education

Abstract

Mathematics teachers throughout the world abruptly shifted to online instruction in Spring 2020 as an emergency response to an uncontrolled pandemic. Within this uncertain educational landscape, the instructors of an eight-week synchronous graduate online geometry course for aspiring K-8 mathematics teacher leaders adapted their curriculum. They sought to reduce teacher anxiety and to model interactive formative assessment strategies that teachers could adapt in their own school communities. Analysis of pre-post course surveys and mid-course reflections on virtual content experiences revealed that participating teachers constructed a vision for robust distance learning consistent with their beliefs about effective physical classroom instruction. Study findings address a critical void in preK-12 mathematics education research with a focus on equitable and engaging synchronous instruction.

Authors

• Terrie McLaughlin Galanti, University of North Florida

• Courtney Baker, George Mason University

• Kimberly Morrow-Leong, George Mason University

• Tammy Kraft, George Mason University