Extending Mathematical Practices to Online Teaching

Abstract

The NCTM Process Standards provide a window to analyze two lesson excerpts.

Educación digital en el proceso de enseñanza aprendizaje en docentes de la provincia de Huamalíes, región Huánuco 2023

“…Dicho de otra manera, precisa conceptos y enfoques, así como habilidades y actitudes en el uso de estos recursos, su uso y su transformación. El dominio de las competencias tecnológicas precisa, además, planificar y ejecutar clases de forma sincrónica y asincrónica sin dejar de mencionar las habilidades para diseñar lecciones y seleccionar materiales didácticos apropiados Recker (2013); currículo pedagógico King, (2002) y tecnologías de la comunicación Fernández (2017).…”

“…Los profesores familiarizados con las tecnologías digitales (incluidas las que están fuera de su actividad profesional), que buscan información en Internet, que se comunican por correo electrónico, dominan rápidamente las nuevas herramientas, incluido el aprendizaje sincrónico, pero requiere un esfuerzo considerable(Tinoca & Oliveira, 2013;Fernández, McManus & Platt. 2017;Ferri, Grifoni, & Guzzo, 2020).…”

Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada

“…Mastering digital skills also necessitate new skills in synchronous and asynchronous online lesson planning and implementation. Thus, online environments demand teacher competence in course design and selecting appropriate curricular materials (Recker et al, 2013 ); pedagogical approaches (King, 2002 ; Simonson et al, 2009 ); and communication techniques (Fernández et al, 2017 ).…”

“…Similarly, when it comes to integrating technology in teaching, teachers’ technological self-efficacy is the strongest indicator of technology use in their practice (Chen, 2010 ). This justifies why teachers who are skeptical about instructional technologies may not experiment with new technologies (Fernández et al, 2017 ). Bandura ( 1993 ) maintains that self-efficacy influences cognitive development through four processes: cognitive, affective, motivational, and selection.…”

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives.

“…Teachers' technological knowledge, efficacy, motivation, and beliefs highly influence their perception of and effectiveness in terms of integrating technological tools in their practice (Barberà et al, 2016;Chen, 2010;Wang & Ha, 2012). In general, teachers need to acquire higher levels of digital literacies (Ng, 2013), which will require more training on designing appropriate curricular materials (Recker et al, 2013); instructional methods and course design (King, 2002;Simonson et al, 2009); multiple communication techniques (Fernández et al, 2017); and various essential competencies such as active/student-centered teaching, leadership, and technological competence (Bigatel et al, 2012). Gacs et al (2020) recommend several steps to prepare schools for online teaching, whether intentional or crisis prompted.…”