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| 005 | 20240411193248.0 | ||
| 008 | 230302n s 000 0 eng d | ||
| 020 | _a 9783319907901 | ||
| 245 | 1 | 0 |
_aDistance learning, e-learning and blended learning in mathematics education : _h[electronic resource] _binternational trends in research and development / _cEdited by Jason Silverman; Veronica Hoyos. |
| 260 |
_aCham, Switzerland : _bSpringer, _c2018. |
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| 300 | _a1 online resource. | ||
| 505 | 0 | _aIntro; Contents; 1 Research on Technologically Mediated Mathematics Learning at a Distance: An Overview and Introduction; Abstract; 1.1 Overview of Parts and Chapters; 1.1.1 Part I: E-Learning and Blended Learning of Mathematics; 1.1.2 Part II: Online Environments and Tutoring Systems for Leveling College Students' Mathematics; 1.1.3 Part III: Innovations on E-Math Learning and Teaching; 1.1.4 Part IV: MOOC and Rich Media Platform for Mathematics Teacher Education; 1.1.5 Purpose of This Monograph; E-Learning and Blended Learning of Mathematics. 2 The Blended Learning Concept e:t:p:M@Math: Practical Insights and Research FindingsAbstract; 2.1 Introduction: Challenging Trends in Higher Education; 2.2 The Blended Learning Concept e:t:p:M®; 2.2.1 "e" for E-Learning; 2.2.2 "t" for Text and Theory Based; 2.2.3 "p" for Practice-Oriented (and Attendance-Oriented); 2.2.4 "M" for Mentoring; 2.3 Using e:t:p:M® in an Introductory Course in Mathematics; 2.3.1 Existing Tools and e:t:p:M@Math Web-App; 2.3.2 Research Questions; 2.3.3 Series of Interactive Content (Sub-focus a); 2.3.4 Discussions (Sub-focus b); 2.3.5 Playground (Sub-focus c). 2.3.6 Content Editor (Sub-focus d)2.3.7 Continuous Evaluation Strategy (Sub-focus e); 2.4 First Insights of the Use in Winter Semester 2015/2016; 2.4.1 Evaluation Strategy and Questions; 2.4.2 Usage of Web-Content (a); 2.4.3 Reconstruction of Interaction-Profiles (b); 2.4.3.1 Dataset and Analysis Toolkit; 2.4.3.2 MCA Results and Interpretation; 2.5 Conclusion; References; 3 Challenges and Opportunities in Distance and Hybrid Environments for Technology-Mediated Mathematics Teaching and Learning; Abstract; 3.1 Purpose of the Chapter. 3.2 Hybrid Environments for the Integration of Technology into Mathematics Classroom3.2.1 Antecedents in the Utilization of Hybrid Environments for Mathematics Teaching and Learning with Technology; 3.2.2 Advances in Teacher Practice to Innovate by Involving Hybrid Learning Environments; 3.3 The Challenge of Accomplishing Reflection Processes During Problem Solving in an Online Learning Environment; 3.4 Conclusions; References; Online Environments and Tutoring Systems for Leveling College Students' Mathematics Learning. 4 Computer Assisted Math Instruction: A Case Study for MyMathLab Learning SystemAbstract; 4.1 Introduction; 4.2 Significance of the Study; 4.3 Theoretical Framework; 4.3.1 Issues in Math Teaching and Learning; 4.4 Methodology and Sampling; 4.4.1 Methodology; 4.4.2 Study Participants; 4.4.3 Instrumentation; 4.5 Data Analysis and Narrative of Findings; 4.5.1 Hypothesis I; 4.5.2 Hypothesis II; 4.6 Discussion of Findings; 4.7 Study Implications; 4.8 Conclusion; References; 5 Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds | |
| 520 | _aThis book builds on current and emerging research in distance learning, e-learning and blended learning. Specifically, it tests the boundaries of what is known by examining and discussing recent research and development in teaching and learning based on these modalities, with a focus on lifelong mathematics learning and teaching. The book is organized in four sections: The first section focuses on the incorporation of new technologies into mathematics classrooms through the construction or use of digital teaching and learning platforms. The second section presents a wide range of perspectives on the study and implementation of different tutoring systems and/or computer assisted math instruction. The third section presents four new innovations in mathematics learning and/or mathematics teacher education that involve the development of novel interfaces' for communicating mathematical ideas and analyzing student thinking and student work. Finally, the fourth section presents the latest work on the construction and implementation of new MOOCs and rich media platforms developed to carry out specialized mathematics teacher education | ||
| 650 | 7 |
_aDistance education. _2sears |
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| 650 | 7 |
_aInternet in education. _2sears |
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| 650 | 7 |
_aMathematics. _2sears |
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| 700 | 1 |
_aHoyos, Veronica _eEditor |
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| 700 | 1 |
_aSilverman, Jason _eEditor |
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| 856 | _uhttps://drive.google.com/file/d/1-sTzFbLXlpzM0Cg4LOf0rJ9Is-d4-xsW/view?usp=sharing | ||
| 999 |
_c16128 _d16128 |
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