This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers' learning to teach mathematics. The move to online learning has steadily increased over the past decade. Its most rapid movement occurring in 2020 with most instruction taking place remotely. Chapters in this book highlight issues related to teacher learning in three main contexts: formal, informal, and experiential or practice-based. This volume brings together researchers from the different but related fields of instructional design and mathematics education to engage in dialogue around how we design and study the impacts of online learning in general and online mathematics education more specifically. The book is very timely with most instruction taking place online and mathematics educators addressing challenges related to supporting teachers' formal, informal, and experiential learning online. A chapter in each section will synthesize ideas presented by instructional designers and mathematics educators as it relates to teacher learning in each context. At the end of each section, a retrospective chapter is presented to reflect on what the different perspectives offer to better understand mathematics teacher learning in online environments. This book is of interest to mathematics educators, researchers, teacher educators, professional development providers, and instructional designers.

Ensures a timely update to all aspects of teaching mathematics in an online environment Brings together researchers from the areas of instructional design and mathematics education Provides practical, hands on advice for developing an online mathematics curriculum

Autorentext

Dr. Karen F. Hollebrands is a Professor at North Carolina State University and Interim Associate Dean for Research and Innovation. She is a mathematics educator whose research focuses on studying students' and teachers' use of technology and their mathematical understanding, the preparation of teachers to use technology to teach mathematics, and the design of curricula to support mathematics teacher educators who prepare teachers to use technology. She has received several grants to support her research in these areas. She currently serves as the editor of the Mathematics Teacher Educator journal that is supported by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics.
Dr. Robin Keturah Anderson is an Assistant Professor at North Carolina State University in the department of Science, Technology, Engineering, and Mathematics Education and a former secondary mathematics and physics teacher. She is a mathematics educator whose research focuses on online teacher learning using computer supported qualitative methods. 
Dr. Kevin Oliver is a Professor at North Carolina State University in the department of Teacher Education and Learning Sciences. He coordinates Learning, Design, and Technology (LDT) graduate programs, including an online master's program and an online graduate certificate in learning analytics. He teaches courses on distance education, culture and technology, and informal learning, and has served as a Co-Principal Investigator on grants and contracts to study massively open online courses (MOOCs) and K-12 virtual schooling from the NSF, Gates Foundation, and NC Department of Public Instruction.

Inhalt
Chapter 1 . Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies.- Chapter 2. Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education.- Chapter 3. Presence in Online Mathematics Methods Courses: Design Principles Across Institutions.- Chapter 4. Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results .- Chapter 5. Rehumanizing Mathematics Education and Building Community for Online Learning.- Chapter 6. An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching.- Chapter 7. Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course .- Chapter 8. Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking.- Chapter 9. A Three-Part Synchronous Online Model for Middle Grades Mathematics Teachers' Professional Development.- Chapter 10. THE IMPACT OF AN ONLINE TEACHER EDUCATION PROGRAM ON THE DEVELOPMENT OF PROSPECTIVE SECONDARY MATHEMATICS TEACHERS' NOTICING.- Chapter 11. Theory-based Intervention Framework to Improve Mathematics Teachers' Motivation to Engage in Online Professional Development.- Chapter 12. Mathematics for the Citizen, m@t.abel and MOOCs: From Paper to Online Environments for Mathematics Teachers' Professional Development.- Chapter 13. Tweeting or Listening to Learn: Professional Networks of Mathematics Teachers on Twitter.- Chapter 14. A Distributed Leadership Model for Informal, Online Faculty Professional Development.- Chapter 15. Confronting Teachers with Contingencies to Support Their Learning about Situation-Specific Pedagogical Decisions in an Online Context.- Chapter 16. Virtual Field Experiences as an Opportunity to Develop Preservice Teachers Efficacy and Equitable Teaching Practice.