Engaging mathematically in synchronous platforms: Examples and insights

Eileen Fernández, Eliza Leszczynski

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


In a qualitative self-study, two teacher educators introduce the notion of engaging mathematically to study synchronous interactions in two of their online courses for K-8 teachers. By studying the interactions between themselves and their teachers, the teacher educators are able to describe novel opportunities, negotiations, struggles, and insights involved in engaging mathematically in online platforms. Their mathematical and pedagogical illustrations convey new possibilities for synchronous online interactions during mathematics lessons. These descriptions address a gap in the research on online teaching about how mathematics can be negotiated within these platforms, as well as concerns about the meaningfulness of interactions in online settings. Implications to teacher education practitioners and researchers, and developers of learning management systems suggest the importance of the teacher education community taking a lead role in ensuring that online teaching has a purposeful part to play in the field of mathematics teacher education.

Original languageEnglish
Title of host publicationHandbook of Research on Online Pedagogical Models for Mathematics Teacher Education
PublisherIGI Global
Number of pages22
ISBN (Electronic)9781799814771
ISBN (Print)1799814769, 9781799814764
StatePublished - 29 Nov 2019


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