Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Conference item
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247
| Authors | Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha |
|---|---|
| Abstract | Strengthening the personal mathematical capabilities of initial teacher education students is an international priority. In this paper, we report on an aspect of a study that investigated the potential of challenging online tasks to meet this goal. Here, we focus on the analysis of survey data in the form of student feedback on trialled tasks from the perspective of motivation theory. Findings of this aspect of the study are reported along with implications for the design of challenging online mathematical tasks and their implementation in teacher education programs. |
| Year | 2019 |
| Publisher | The International Group for the Psychology of Mathematics Education |
| Open access | Open access |
| Publisher's version | |
| Book title | Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education; Volume 2 |
| Page range | 240 - 247 |
| ISBN | 9780639821535 |
| Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Place of publication | Pretoria, South Africa |
| Editors | M. Graven, H. Venkat and A. A. Essien and P. Vale |
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