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New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning

Artigo2021

Gaël Nongni

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Resumo

The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students’ conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.

Dados da obra

Tipo
Artigo
Periódico
International Review of Research in Open and Distributed Learning, v. 22, n. 3
Editora
Athabasca University Press
Ano
2021
Idioma
en
Palavras-chave
distance learning; planning; preservice teachers; conceptual understanding; mathematics; Mathematics Instruction; Interdisciplinary Approach; Distance Education; Constructivism (Learning); Mathematical Concepts; Preservice Teacher Education; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Learning Processes; Lesson Plans; Educational Planning; COVID-19; Pandemics
Temas
Formação de Professores de Matemática
DOI
10.19173/irrodl.v22i3.5525
ISSN
1492-3831, EISSN-1492-3831
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NONGNI, Gaël. New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning. International Review of Research in Open and Distributed Learning, v. 22, n. 3, 2021. DOI: https://doi.org/10.19173/irrodl.v22i3.5525.

APA

Nongni, G. (2021). New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning. International Review of Research in Open and Distributed Learning, 22(3). https://doi.org/10.19173/irrodl.v22i3.5525

BibTeX
@article{nongni2021,
  author = {Nongni, Gaël},
  title = {New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning},
  year = {2021},
  journal = {International Review of Research in Open and Distributed Learning},
  volume = {22},
  number = {3},
  publisher = {Athabasca University Press},
  doi = {10.19173/irrodl.v22i3.5525},
  language = {en}
}
RIS
TY  - JOUR
AU  - Nongni, Gaël
TI  - New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
PY  - 2021
JO  - International Review of Research in Open and Distributed Learning
VL  - 22
IS  - 3
DO  - 10.19173/irrodl.v22i3.5525
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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