### Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers

#### Abstract

#### Full Text:

PDF#### References

AAMT. (2006). Standards of excellence in teaching mathematics in Australian schools. Retrieved from http://www.aamt.edu.au/Activities-and-projects/Standards/Standards-document

Attard, C. (2011). "My favourite subject is mathematics. For some reason no-one really agrees with me": student perspectives of mathematics teaching and learning in the upper primary classroom. Mathematics Education Research Journal, 23(3), 363-377. doi: 10.1007/sI3394-011-0020-5

Ball, D., Hill, H., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(3), p. 14-17, 20-22, 43-46.

Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education, 30(1), 5-21. doi: http://dx.doi.org/10.1080/01587910902845972

Brady, P., & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre-service education students. Teachers and Teaching: Theory and Practice, 11(1), 37-46. doi: http://dx.doi.org/10.1080/1354060042000337084

Brown, G. (2009). Review of education in mathematics, data science and quantitative disciplines. Report to the Group of Eight Universities. Retrieved from http://www.go8.edu.au/__documents/go8-policy-analysis/2010/go8Mathematicsreview.pdf

Brown, T., Mcnamara, O., Hanley, U., & Jones, L. (1999). Primary student teachers’ understanding of mathematics and its teaching. British Educational Research Journal, 25(3), 299-322. doi: http://dx.doi.org/10.1080/0141192990250303

Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education (5th ed.). London, UK: RoutledgeFalmer.

Frid, S., Goos, M., & Sparrow, L. (2008/2009). What knowledge is needed for effective teaching of mathematics? Mathematics Teacher Education and Development, 10, 1-3.

Gokool-Ramdoo, S. (2008). Beyond the theoretical impasse: Extending the applications of transactional distance theory. International Review of Research in Open and Distance Learning, 9(3).

Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. Quarterly Review of Distance Education, 6(1), 1-11.

Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2) p. 181-188. doi: 10.1007/s10643-007-0174-7

Grootenboer, P. (2008). Mathematical belief change in prospective primary teachers. Journal of Math Teacher Education 11, 479-497. doi: 10.1007/s10857-008-9084-x

Hoogland, C., Jarvis, D., & Gadanidis, G. (2003). ‘Mathematical Romance’ and the online education of elementary pre-service teachers. Paper presented at the Proceedings of Society for Information Technology & Teacher Education International Conference 2003, Chesapeake, VA.

Livy, S., & Vale, C. (2011). First year pre-service teachers’ mathematical content knowledge: Methods of solution for a ratio question. Mathematics Teacher Education and Development, 13(2), 22-43.

Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahawah, NJ: Lawrence Erlbaum Associates, Inc.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). London: Routledge.

Moore, M. G. (2007). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (pp. 89-105). Mahwah, NJ: Lawrence Erlbaum Associates.

Murphy, E., & Rodríguez-Manzanares, M. Á. (2008). Revisiting transactional distance theory in a context of web-based high-school distance education. Journal of Distance Education (Online), 22(2), 1 - 13.

Newstead, K. (1998). Aspects of children's mathematics anxiety. Educational Studies in Mathematics, 36(1), 53-71.

Niess, M. (2009). Mathematics teacher TPACK standards and revising teacher preparation. Retrieved from http://math.unipa.it/~grim/21_project/Niess445-449.pdf

Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78-102.

Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335-345.

Polly, D. (2011). Examining how the enactment of TPACK varies across grade levels in mathematics. Journal of Computers in Mathematics and Science Teaching, 30(1), 37–59.

Rayner, V., Pitsolantis, N., & Osana, H. (2009). Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions. Mathematics Education Research Journal, 21(3), 60-85.

Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554

Rubinstein, H. (2009). A national strategy for mathematical sciences in Australia. University of Melbourne, Melbourne. Retrieved from http://www.science.org.au/natcoms/nc-Mathematics/documents/National%20Strategy%20for%20Math%20Sciences%20in%20Australia.pdf

The Design Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8.

### Refbacks

- There are currently no refbacks.