Mathematics
Permanent URI for this collectionhttps://hdl.handle.net/11274/15373
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Browsing Mathematics by Author "Harrington, Rachel"
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Item How Covid-19 changed our mathematics instruction(Association of Mathematics Teacher Educators in Texas, 2023) Wheeler, Ann; Harrington, Rachel; Driskell, Shannon; Rhine, SteveInitially, we struggled with what we were doing in the classroom during the start of COVID-19 (Driskell et al., 2023). While we were aware of the benefits of digital tools such as Desmos (Orr, 2017; Rosenburg et al., 2020), Flip (Angelone, 2020), Google Sheets (Rosenburg et al, 2020), and virtual manipulatives (Reiten, 2020), we had not utilized them in a remote teaching context. While actively aiming to meet AMTE’s Standards for Preparing Teachers of Mathematics Indicator C.1.6. (2017) to prepare teachers to be skilled in using technology in ways that promote standard-based learning, we grew to understand and appreciate different aspects of digital tools that aided our students’ learning in online, hybrid, and/or in-person instruction. The purpose of this paper is to detail the instructional positives that arose from spring 2020 instruction in our university mathematics education courses and how they continue to add value to our classes and promote deep learning of mathematics.Item Mathematics teacher educators’ migration to emergency remote teaching during the onset of COVID-19(University of Northern Colorado, 2023) Driskell, Shannon O.S.; Harrington, Rachel; Wheeler, Ann; Rhine, SteveThe Mathematics Teacher Educators’ Migration to Online Teaching in Response to COVID-19 survey was designed and then administered to mathematics teacher educators (MTEs) regarding experiences with migrating in-person instruction to emergency remote teaching (ERT). MTEs reported change in fostering opportunities for students to teach and to learn from their own teaching and the teaching of others, engaging students, assessing students, and using both general and mathematical technology tools for students’ learning, just to name a few. Five themes emerged: Instruction, Tools, Affective Experience, Outside Influences, and Learner Development. Implications about Technological Pedagogical Content Knowledge (TPACK) are discussed.