Titlebook: Online Learning in Mathematics Education; Karen Hollebrands,Robin Anderson,Kevin Oliver Book 2021 The Editor(s) (if applicable) and The Au

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Rehumanizing Mathematics Education and Building Community for Online Learning,nizing and build a sense of community. We focus on these practices for teacher candidates (TC) within the formal learning space of methods courses. As mathematics teacher educators (MTEs), we must reexamine and constantly reflect upon our positionality, our intentionality, our beliefs, and our commu

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Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course,urally diverse students. To provide a focused curriculum on emergent bilinguals (EBs) in mathematics education, we designed an asynchronous online mathematics methods course for both preservice and in-service teachers in K-12 grades. This online course is unique in that it focuses on mathematics, EB

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Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Asses for prospective elementary school teachers has become increasingly important. In this paper, we examine (a) whether it is possible to leverage NTs online asynchronously for the same purposes as it is in in-person settings, (b) what strategies emerge in online asynchronously NTs, and (c) what pro

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,, m@t.abel, and MOOCs: From Paper to Online Environments for Mathematics Teachers’ Professional Devaper to the online environment, up to MOOCs. Based on the theoretical framework of meta-didactical transposition, we begin by reviewing the main changes in the official and implemented Italian curriculum of mathematics. Two of the authors (F. Arzarello and O. Robutti) took a relevant part in these e