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Publication Date

2021

Abstract

In this paper, we discuss how one candidate’s experience as she participated an online mathematics specialist program bolstered her confidence and ability to provide online professional development for her teachers. We include personal accounts by the mathematics specialist program instructors, the mathematics specialist candidate, and an elementary school teacher to illustrate how the experience of completing online graduate courses led to the candidate providing online learning opportunities for teachers. In particular, we highlight the importance of building relationships and using high-quality mathematical tasks in both the online preparation program and the online professional development. This case study provides evidence that exposure to online learning environments as a learner can help lower the barrier of entry for planning and providing online learning experiences as a teacher.

Volume

17

Issue

1

 
 
 
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