Abstract
The current manuscript is a reflective case study that describes the emerging design of the author's first online mathematics course. The case study addresses how expectations associated with teaching in a live setting can raise conflicts in designing online courses. The author reframes the conflicts into questions; explores the questions and related resources; and describes one possible model for an online mathematics course. Student feedback on the written materials, teaching, and assessment developed for the online course are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | PRIMUS |
| Volume | 24 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2014 |
Keywords
- Online mathematics teaching
- critical thinking in online teaching
- general education mathematics course
- technology in teaching