Designing challenging online mathematical tasks for initial teacher education: Motivational considerations

Jill Fielding-Wells; Vince Geiger; Jodie Miller; Regina Bruder; Ulrike Roder; Iresha Ratnayake

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations

Jill Fielding-Wells, Vince Geiger, Jodie Miller, Regina Bruder, Ulrike Roder, Iresha Ratnayake

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2 Citations (Scopus)

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.

Original language	English
Title of host publication	Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education
Editors	Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale
Place of Publication	Pretoria, South Africa
Publisher	Minute Man Press
Pages	240-247
Volume	2
ISBN (Print)	9780639821535, 9780639821528
Publication status	Published - 2019
Event	PME 43: 43rd Annual Conference of the International Group for the Psychology of Mathematics Education - University of Pretoria, Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019

Conference

Conference	PME 43: 43rd Annual Conference of the International Group for the Psychology of Mathematics Education
City	Pretoria, South Africa
Period	7/07/19 → 12/07/19

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Fielding-Wells, J., Geiger, V., Miller, J., Bruder, R., Roder, U., & Ratnayake, I. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat, A. A Essien, & P. Vale (Eds.), Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 240-247). Minute Man Press. https://www.up.ac.za/pme43

Fielding-Wells, Jill ; Geiger, Vince ; Miller, Jodie et al. / Designing challenging online mathematical tasks for initial teacher education : Motivational considerations. Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Vol. 2 Pretoria, South Africa : Minute Man Press, 2019. pp. 240-247

@inproceedings{592744a5acb349e7a64104ef253bbead,

title = "Designing challenging online mathematical tasks for initial teacher education: Motivational considerations",

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.",

author = "Jill Fielding-Wells and Vince Geiger and Jodie Miller and Regina Bruder and Ulrike Roder and Iresha Ratnayake",

year = "2019",

language = "English",

isbn = "9780639821535",

volume = "2",

pages = "240--247",

editor = "Mellony Graven and Hamsa Venkat and \{A Essien\}, Anthony and Pamela Vale",

booktitle = "Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education",

publisher = "Minute Man Press",

note = "PME 43: 43rd Annual Conference of the International Group for the Psychology of Mathematics Education ; Conference date: 07-07-2019 Through 12-07-2019",

}

Fielding-Wells, J, Geiger, V, Miller, J, Bruder, R, Roder, U & Ratnayake, I 2019, Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. in M Graven, H Venkat, A A Essien & P Vale (eds), Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. vol. 2, Minute Man Press, Pretoria, South Africa, pp. 240-247, PME 43: 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7/07/19. <https://www.up.ac.za/pme43>

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. / Fielding-Wells, Jill; Geiger, Vince; Miller, Jodie et al.
Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Vol. 2 Pretoria, South Africa: Minute Man Press, 2019. p. 240-247.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

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AU - Fielding-Wells, Jill

AU - Geiger, Vince

AU - Miller, Jodie

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AU - Roder, Ulrike

AU - Ratnayake, Iresha

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N2 - 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.

AB - 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.

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UR - https://www.scopus.com/pages/publications/85124619162

M3 - Conference contribution

SN - 9780639821535

SN - 9780639821528

VL - 2

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BT - Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education

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Fielding-Wells J, Geiger V, Miller J, Bruder R, Roder U, Ratnayake I. Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In Graven M, Venkat H, A Essien A, Vale P, editors, Proceedings 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. Vol. 2. Pretoria, South Africa: Minute Man Press. 2019. p. 240-247

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations

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