Abstract
Teaching online mathematics content courses has started many conversations on the integrity of mathematical content assessments. This chapter discusses online assessments in an online, asynchronous mathematics course: Calculus Connections for Teachers. In this course, teachers are expected to learn mathematical content and content connections to the 7–16 mathematics classroom. We discuss the evolution of content assessment in this mathematics content course before and after COVID-19. Decisions in proctoring exams, types of content to include on assessments, group versus individual assessments, duration of assessments, and the audience of learners are addressed. The practical work will be shared so that other instructors can learn from the changes and apply them to other mathematics content courses. Limitations of this work are discussed along with ideas for future research and practical future classroom implications (for both online and in-person learning).
| Original language | English (US) |
|---|---|
| Title of host publication | Teaching and Learning Mathematics Online, Second Edition |
| Publisher | CRC Press |
| Pages | 152-170 |
| Number of pages | 19 |
| ISBN (Electronic) | 9781040337509 |
| ISBN (Print) | 9781032497754 |
| DOIs | |
| State | Published - Jan 1 2025 |
ASJC Scopus subject areas
- General Computer Science
- General Social Sciences
- General Mathematics
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