"Transitioning to a Hybrid Model: Mathematics Content Courses for K-8 Preservice Teachers"
Location
College of Education (COE)
Session Format
Oral Presentation
Co-Presenters and Faculty Mentors or Advisors
Dr. Heidi Eisenreich, Faculty Advisor
Abstract
Teaching changed dramatically after March 2020 when the COVID-19 pandemic hit. Due to the sudden shift to fully-virtual learning we had to drastically modify the format of our courses. The courses which will be the focal point of the presentation include the first two mathematics content courses for K-8 pre-service teachers: Foundations of Numbers and Operations and Foundations of Geometry. In this poster, we will share how our face-to-face class is normally taught, how the courses were adapted to become more conducive to online learning, and student comments from reflections at the end of the summer semester. We used a qualitative-narrative design to analyze data collected from those reflections to indicate activities and modes of instruction that were the most beneficial to our preservice teachers. We will also reflect on experiences which were least successful for students and offer suggestions to promote a more engaged environment.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (Open Access)
Recommended Citation
Armesto, Brooke, ""Transitioning to a Hybrid Model: Mathematics Content Courses for K-8 Preservice Teachers"" (2021). GS4 Georgia Southern Student Scholars Symposium. 70.
https://digitalcommons.georgiasouthern.edu/research_symposium/2021/2021/70
"Transitioning to a Hybrid Model: Mathematics Content Courses for K-8 Preservice Teachers"
College of Education (COE)
Teaching changed dramatically after March 2020 when the COVID-19 pandemic hit. Due to the sudden shift to fully-virtual learning we had to drastically modify the format of our courses. The courses which will be the focal point of the presentation include the first two mathematics content courses for K-8 pre-service teachers: Foundations of Numbers and Operations and Foundations of Geometry. In this poster, we will share how our face-to-face class is normally taught, how the courses were adapted to become more conducive to online learning, and student comments from reflections at the end of the summer semester. We used a qualitative-narrative design to analyze data collected from those reflections to indicate activities and modes of instruction that were the most beneficial to our preservice teachers. We will also reflect on experiences which were least successful for students and offer suggestions to promote a more engaged environment.
