In March 2020, COVID-19 restrictions required our university courses to be offered in online mode only. This quick transition meant that lecturers were suddenly tasked with adapting their classroom-based teaching approaches and materials to the online space. For mathematics teacher educators (MTEs), whose on-campus classes were characterized by participation in interactive activities, the challenge was to devise alternative ways to provide their learners with appropriate mathematical experiences. This article examines how two different MTEs utilized technological tools to adapt their courses online. It looks at the features of these tools and considers how they contributed to students’ learning, particularly in terms of the Substitution, Augmentation, Modification and Redefinition (SAMR) model.

Item Type:	Refereed Article
Keywords:	pre-service teachers, teaching online, digital technologies, COVID-19, mathematics, technology, educators
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Muir, T (Associate Professor Tracey Muir)
UTAS Author:	Murphy, C (Dr Carol Murphy)
UTAS Author:	Trimble, A (Ms Allison Trimble)
ID Code:	147457
Year Published:	2021
Web of Science® Times Cited:	3
Deposited By:	Education
Deposited On:	2021-11-02
Last Modified:	2022-12-01
Downloads:	0