Short description:

This second edition continues to present meaningful and practical solutions for teaching mathematics and statistics online, focusing on the problems observed by mathematics instructors currently working in the field. With its set of standard practices, instructors will benefit from learning many new techniques and approaches.?

Long description:

Teaching and Learning Mathematics Online, Second Edition continues to present meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with the community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content.?

New to the Second Edition

?       Nine brand new chapters

?       Reflections on the lessons of COVID-19

?       Explorations of new technological opportunities.

Table of Contents:

Part 1: Course Design,  Chapter 1: Teaching Cross-Listed Mathematics Courses Online,  Chapter 2: What Do We Know about Student Learning from Online Mathematics Homework?,  Chapter 3: Designing mathematics hybrid classrooms in high school: the case of Valeria,  Chapter 4: Designing mathematics hybrid classrooms in high school: the cases of Nicoletta and Lorenza,  Chapter 5: Upper-Level Mathematics and Statistics Courses Shared Across Campuses,  Chapter 6: Online Statistics Teaching and Learning,  Chapter 7: Statistics for Engineers,  Chapter 8: Emphasizing Active Learning and Conceptual Understanding in Asynchronous and Synchronous Online Settings: Practical Strategies and Challenges,  Chapter 9: The evolution of assessing content knowledge in online mathematics courses,  Part 2: Student Interaction,  Chapter 10: Encouraging higher-order thinking in online and hybrid mathematics and statistics courses,  Chapter 11: Tools for communication and interaction in online mathematics teaching and learning,  Chapter 12: Managing Students? Mathematics Anxiety in the Context of Online Learning Environments,  Chapter 13: A Face-to-Face Program of Support for Students in a Hybrid Online Developmental Mathematics Course,  Chapter 14: A Practical Guide to Discussions in Online Mathematics Courses,  Chapter 15: Three Cases Representing a Variety of Online, Post-Secondary Mathematics Tutoring Interactions,  Chapter 16: Online Discussion Forums in Discrete Mathematics Courses: Promising Affordances,  Chapter 17: A Framework for Analyzing Asynchronous Discussion Activities,  Part 3: Using Technology,  Chapter 18: Cognitive Load Theory and Mathematics Instruction through MOOCs,  Chapter 19: Technological Pedagogical Content Knowledge for Meaningful Learning and Instrumental Orchestrations: A Case Study of a Cross Product Exploration using CalcPlot3D,  Chapter 20: Enhancement of Mathematics Learning through Novel Online Tools,  Chapter 21: Making Online Mathematics Method Courses Interactive and Effective with OER,  Chapter 22: Developing Interactive Demonstrations for the Online Mathematics Classroom: Interactive Diagrams,  Chapter 23: Effective Design and Use of Video for Learning Mathematics,  Chapter 24: COVID-19 Impact on Digital Resource Use in Secondary Mathematics Instruction,  Chapter 25: Using technology to support students? meanings in single-variable calculus: Insights from iterative design-research studies,  Chapter 26: Theoretical principles for the design of multimedia learning resources that stimulate students? experience of intellectual need,   Part 4: Teacher Education,  Chapter 27: MOOCs for mathematics teacher education: new environments for professional development,  Chapter 28: Online Mathematics "Self-Help Kiosks" to Support Pre-Service Teachers,  Part 5: Commentary,  Chapter 29: Online mathematics education, the good, the bad, and the general overview,