Abstract
The paper is written as a reflection on the author’s online teaching of a graduate elementary mathematics content and methods course through the asynchronous modality. The need for developing skills in posing problems that integrate non-technological and technological problem-solving strategies is emphasized. Such problems are considered agency of design-based mathematics education. The importance of revealing hidden mathematical ideas stemming from teacher candidates’ willingness to explore self-posed problems within the forum components of the course is discussed. Using these hidden ideas, the paper demonstrates connectivity among different mathematical concepts including historical connections. Teacher candidates’ reflections on the course have been included and reviewed.
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
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