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The Role of VoiceThread in Supporting Effective Mathematical Discussions Online

The Role of VoiceThread in Supporting Effective Mathematical Discussions Online

Chrystal Dean, Tracy Goodson-Espy
Copyright: © 2020 |Pages: 14
ISBN13: 9781799814764|ISBN10: 1799814769|EISBN13: 9781799814771
DOI: 10.4018/978-1-7998-1476-4.ch003
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MLA

Dean, Chrystal, and Tracy Goodson-Espy. "The Role of VoiceThread in Supporting Effective Mathematical Discussions Online." Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, IGI Global, 2020, pp. 41-54. https://doi.org/10.4018/978-1-7998-1476-4.ch003

APA

Dean, C. & Goodson-Espy, T. (2020). The Role of VoiceThread in Supporting Effective Mathematical Discussions Online. In P. Wachira & J. Keengwe (Eds.), Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education (pp. 41-54). IGI Global. https://doi.org/10.4018/978-1-7998-1476-4.ch003

Chicago

Dean, Chrystal, and Tracy Goodson-Espy. "The Role of VoiceThread in Supporting Effective Mathematical Discussions Online." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, 41-54. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1476-4.ch003

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Abstract

This chapter describes two contexts where VoiceThread (VT), embedded within a Moodle-based learning management system (LMS), was utilized in mathematics and mathematics education instruction. In context one, a design experiment occurred in summer session 2018 within a hybrid advanced mathematics content and methods course for prospective elementary teachers enrolled in an accelerated master's degree program. Specific examples of tasks completed using VT are highlighted describing how the online work fueled the face-to-face discussions. The second design experiment context used VT in an online doctoral level quantitative methods course to encourage students to use a “think-aloud” process for explaining how they solved statistics problems and to help them articulate the locations within problems that presented hurdles. The “think-aloud” approach was also used in the first course but was more of a focus in the second course. In both contexts, VT was a tool that facilitated communication about mathematical concepts.

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