Abstract
Many mathematics education degree programs, especially at the graduate level, are now transitioning to an online format. There is a need to document how mathematics content and content pedagogy are assessed in an online environment. The objectives of this chapter are to document how a public higher education institution in Texas transitioned their master's degree program for mathematics teachers from a face-to-face program to an online program and how this transition impacted the assessment process related to the learning of content and pedagogical content knowledge.
Original language | English |
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Title of host publication | Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education |
Publisher | IGI Global |
Pages | 22-40 |
Number of pages | 19 |
ISBN (Electronic) | 9781799814771 |
ISBN (Print) | 1799814769, 9781799814764 |
DOIs | |
State | Published - Nov 29 2019 |
Scopus Subject Areas
- General Social Sciences