Mathematics teacher educators’ migration to emergency remote teaching during the onset of COVID-19
The 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.