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

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 skil...

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Autor principal:	Gaël Nongni
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	distance learning planning preservice teachers conceptual understanding mathematics Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/bf60503b19644fe1b58db3e094665822
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spelling	oai:doaj.org-article:bf60503b19644fe1b58db3e0946658222021-12-02T19:20:52ZNew Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning10.19173/irrodl.v22i3.55251492-3831https://doaj.org/article/bf60503b19644fe1b58db3e0946658222021-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5525https://doaj.org/toc/1492-3831The 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. Gaël NongniAthabasca University Pressarticledistance learningplanningpreservice teachersconceptual understandingmathematicsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning planning preservice teachers conceptual understanding mathematics Special aspects of education LC8-6691
spellingShingle	distance learning planning preservice teachers conceptual understanding mathematics Special aspects of education LC8-6691 Gaël Nongni New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
description	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.
format	article
author	Gaël Nongni
author_facet	Gaël Nongni
author_sort	Gaël Nongni
title	New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
title_short	New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
title_full	New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
title_fullStr	New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
title_full_unstemmed	New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
title_sort	new challenge for initial training of mathematics teachers: the planning phase of mathematics distance learning
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/bf60503b19644fe1b58db3e094665822
work_keys_str_mv	AT gaelnongni newchallengeforinitialtrainingofmathematicsteacherstheplanningphaseofmathematicsdistancelearning
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New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning

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