Design and impact of MOOCs for mathematics teachers

Tamar Avineri*, Hollylynne Lee, Dung Tran, Jennifer N. Lovett, Theresa Gibson

*Corresponding author for this work

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

Abstract

With online learning becoming a more viable and attractive option for students and teachers around the world, we discuss how one effort in the U.S. is focused on designing, implementing, and evaluating MOOCs designed for professional development of mathematics teachers. We share design principles and learning opportunities, as well as discuss specific impacts participants report for changes to teaching practices and how these MOOCs have impacted engagement of educators.
Original languageEnglish
Title of host publicationDistance learning, e-learning and blended learning in mathematics education
Subtitle of host publicationinternational trends in research and development
EditorsJason Silverman, Veronica Hoyos
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Chapter11
Pages185-200
Number of pages16
ISBN (Electronic)9783319907901
ISBN (Print)9783030081010
DOIs
Publication statusPublished - 2018
Externally publishedYes

Publication series

NameICME -13 Monographs
ISSN (Print)2520-8322
ISSN (Electronic)2520-8330

Keywords

  • online professional development
  • MOOC
  • massive open online course
  • mathematics teachers
  • professional development design
  • impact on practice

Fingerprint

Dive into the research topics of 'Design and impact of MOOCs for mathematics teachers'. Together they form a unique fingerprint.

Cite this