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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52453
Title: Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Contributor(s): Fielding-Wells, Jill  (author)orcid ; Geiger, Vince (author); Miller, Jodie (author); Bruder, Regina (author); Roder, Ulrike (author); Ratnayake, Iresha (author)
Publication Date: 2019
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/52453
Open Access Link: https://www.up.ac.za/pme43Open Access Link
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.

Publication Type: Conference Publication
Conference Details: PME 43: 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7th - 12th July, 2019
Source of Publication: Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, v.2, p. 240-247
Publisher: Minute Man Press
Place of Publication: Pretoria, South Africa
Fields of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390109 Mathematics and numeracy curriculum and pedagogy
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
160302 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Publisher/associated links: https://www.up.ac.za/pme43
Appears in Collections:Conference Publication
School of Education

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