Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and reducing anxiety of pre-service teachers studying a mathematics eduation course online

Conference item


Larkin, Kevin and Jamieson-Proctor, Romina. (2013) Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and reducing anxiety of pre-service teachers studying a mathematics eduation course online. Mathematics Education Research Group of Australasia Conference (MERGA36). Australia: University of Melbourne. pp. 434 - 441
AuthorsLarkin, Kevin and Jamieson-Proctor, Romina
Abstract

This paper describes the use of transactional distance theory (TDT) as a conceptual framework to underpin the design and delivery of a fully online first-year mathematics education methods course to pre-service teachers. It identifies key issues evident in the mathematical literature concerning mathematics education in general and pre-service teacher mathematics education in particular. It describes the use of a course design process based on data collection and reflection, course redesign, on of design changes in a cyclical process to achieve course objectives.

Year2013
PublisherUniversity of Melbourne
Web address (URL)http://www.merga.net.au/documents/Larkin_et_al_MERGA36-2013.pdf
Open accessOpen access
Publisher's version
Page range434 - 441
Research GroupSchool of Education
Place of publicationAustralia
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