An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19

Ha Nguyen; Tuyin An; Heidi Eisenreich; Eryn Michelle Maher

doi:10.20429/gamte.2022.140103

An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19

Ha Nguyen, Tuyin An, Heidi Eisenreich, Eryn Michelle Maher

Mathematical Sciences

Research output: Contribution to book or proceeding › Conference article › peer-review

Original language	American English
Title of host publication	The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE)
Pages	30-50
Volume	14
DOIs	https://doi.org/10.20429/gamte.2022.140103
State	Published - 2022

Publication series

Name	Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
ISSN (Print)	2692-7721

Access to Document

10.20429/gamte.2022.140103

An Autoethnography of Transitioning Mathematics Content Courses fFinal published version, 1.55 MBLicense: CC BY-NC-ND

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Nguyen, H., An, T., Eisenreich, H., & Maher, E. M. (2022). An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19. In The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE) (Vol. 14, pp. 30-50). Article 1 (Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators). https://doi.org/10.20429/gamte.2022.140103

Nguyen, Ha ; An, Tuyin ; Eisenreich, Heidi et al. / An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19. The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE). Vol. 14 2022. pp. 30-50 (Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators).

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title = "An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19",

author = "Ha Nguyen and Tuyin An and Heidi Eisenreich and Maher, \{Eryn Michelle\}",

year = "2022",

doi = "10.20429/gamte.2022.140103",

language = "American English",

volume = "14",

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Nguyen, H, An, T , Eisenreich, H & Maher, EM 2022, An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19. in The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE). vol. 14, 1, Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators, pp. 30-50. https://doi.org/10.20429/gamte.2022.140103

An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19. / Nguyen, Ha; An, Tuyin ; Eisenreich, Heidi et al.
The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE). Vol. 14 2022. p. 30-50 1 (Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators).

Research output: Contribution to book or proceeding › Conference article › peer-review

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T1 - An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19

AU - Nguyen, Ha

AU - An, Tuyin

AU - Eisenreich, Heidi

AU - Maher, Eryn Michelle

PY - 2022

Y1 - 2022

UR - https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol14/iss1/3/

U2 - 10.20429/gamte.2022.140103

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M3 - Conference article

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T3 - Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

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BT - The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE)

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Nguyen H, An T , Eisenreich H , Maher EM. An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19. In The 14th Annual Meeting of the Georgia Association of Mathematics Teacher Educators (GAMTE). Vol. 14. 2022. p. 30-50. 1. (Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators). doi: 10.20429/gamte.2022.140103

An autoethnography of transitioning mathematics content courses for K-8 preservice teachers to online learning during COVID-19

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