Insights Gained for Online and In-Person Teaching During a COVID-19 Shift to Synchronous Online Mathematics Education Courses

• In Event: Reflections on Mathematics Learning Environments and Instructional Goals

Abstract

Two K-8 teacher educators conducted a self-study regarding their shift to teaching synchronous online mathematics education courses. They each wrote three independent self-reflections for a total of four courses (one undergraduate, three graduate) that they later analyzed and discussed for common themes in relation to the following topics: challenges (online teaching in general and for mathematics education courses), instructional adjustments, favorable aspects of teaching mathematics education courses online, skills gained that would benefit future teaching in any mode, equity considerations in teaching courses online, and recommendations for future online mathematics education courses. They report their findings in relation to these broad categories and use structured reflection on their experiences to recommend practices for online mathematics education teaching and learning.

Authors

• Lynda R. Wiest, University of Nevada - Reno
  Presenting Author

• Teruni D. Lamberg, University of Nevada - Reno
  Presenting Author