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Permanent link (DOI): https://doi.org/10.7939/R3JM23Q4C

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A Case Study of Teaching and Learning Mathematics Online Open Access

Descriptions

Other title
Subject/Keyword
virtual reality in mathematics education
mathematics education online
online learning
experiences of teaching and learning online
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Peschke, Julie G
Supervisor and department
Johnston, Ingrid (Secondary Education)
Examining committee member and department
Adams, Catherine (Secondary Education)
Gadanidis, George (Education, University of Western Ontario)
Glanfield, Florence (Secondary Education)
Boechler, Patricia (Educational Psychology)
Department
Department of Secondary Education
Specialization

Date accepted
2014-01-06T14:53:32Z
Graduation date
2014-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
The culture of the young may increasingly be seen as a harbinger enticing us to follow a pathway from which will emerge the re-conceptualized educational practices of a new century. This research set out to discover where the highways of the Internet would lead me, the researcher-practitioner, in terms of the teaching and learning of mathematics in an online world of my own design. The venue was a virtual environment which had shifted from inter-active to inter-personal, from digital text to digital dialogue, and which had the potential to morph the traditional student role into a more engaging self-organizing instructor role. My primary research questions became: What would be the lived experiences, both cognitive and affective, of adult learners taking an online program in developmental mathematics, without any face-to-face contact or means of support? Moreover, would our learning together be hindered or be enhanced by this disassociation of persons in both space and time? The research took the form of an empirical case study by way of narrative inquiry but was encapsulated within a hermeneutical interpretative framework. The findings led me to a re-conceptualized notion of a face-to-face classroom ensconced within a virtual world – a place of learning, even deep learning, a place of community with its resonances and its discordances, and an enduring legacy.
Language
English
DOI
doi:10.7939/R3JM23Q4C
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication
Peschke, J. (2008). Moving ahead to the future by going back to the past: Mathematics education online. Journal of Computers in Mathematics and Science Teaching, 28(2), 123-133.

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