Presence in online mathematics methods courses: design principles across institutions

Dung Tran, Giang-Nguyen T. Nguyen

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


This chapter addresses the challenge raised by researchers about how online learning provides an opportunity for interaction as compared to a face-to-face classroom. We exemplify how the Community of Inquiry theoretical framework informed our design of learning opportunities for primary mathematics preservice teachers (PSTs) in two courses offered in Australia and the USA. The cognitive presence focuses on helping PSTs experience mathematical practices as active learners (Course 1) and learning pedagogical practices to develop mathematical proficiency for their future students (Course 2). Two courses offer ways to address social presence for learning, intending to build two levels of community. Teaching presence is illustrated by the role the instructors play when designing, facilitating, and directing the learning experience in contrasting settings to maintain cognitive presence and social presence. Implications for research and development of online courses for preservice teachers are suggested.
Original languageEnglish
Title of host publicationOnline learning in mathematics education
EditorsKaren Hollebrands, Robin Anderson, Kevin Oliver
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Number of pages21
ISBN (Electronic)9783030802301
ISBN (Print)9783030802295
Publication statusPublished - Oct 2021

Publication series

NameResearch in Mathematics Education
ISSN (Print)2570-4729
ISSN (Electronic)2570-4737


  • online learning
  • community of inquiry
  • mathematical practices
  • mathematical proficiency
  • design principles
  • cognitive presence
  • Social presence
  • teaching presence
  • synchronous
  • asynchronous
  • mathematics methods courses


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