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Abstract

In March 2020, COVID-19 restrictions required our university courses to be offered in online mode only. This quick transition meant that lecturers were suddenly tasked with adapting their classroom-based teaching approaches and materials to the online space. For mathematics teacher educators (MTEs), whose on-campus classes were characterized by participation in interactive activities, the challenge was to devise alternative ways to provide their learners with appropriate mathematical experiences. This article examines how two different MTEs utilized technological tools to adapt their courses online. It looks at the features of these tools and considers how they contributed to students’ learning, particularly in terms of the Substitution, Augmentation, Modification and Redefinition (SAMR) model.

Item Type:	Article
Authors/Creators:	Livy, S and Muir, T and Murphy, C and Trimble, A
Keywords:	pre-service teachers, teaching online, digital technologies, COVID-19, mathematics, technology, educators
Journal or Publication Title:	International Journal of Mathematical Education in Science and Technology
Publisher:	Taylor & Francis
ISSN:	0020-739X
DOI / ID Number:	10.1080/0020739X.2021.1988742
Copyright Information:	Copyright 2021 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	Google Scholar: Muir, T UTAS Profile: Muir, T Google Scholar: Murphy, C
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