Online Live Teaching is Effective: An Empirical Study

Abstract

This research is single-group quasi-experimental teaching research, which controls the teaching form of the course for the participants. Based on literature analysis, it is pointed out that online live teaching is a vital teaching form, and the research on it has both theoretical value and practical significance. The research framework and measurement tools are constructed. The researchers selected the course on mathematical methodology as the teaching content. Twenty-six pre-service mathematics teachers were taught 17 times with 51 class hours in online live teaching. Pretest and post-test were carried out. The study found that online live teaching is effective. However, the interview result shows that most participants hope to combine online and offline learning. They prefer to communicate with teachers face to face in the classroom.

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

“…Preservice teachers refer to those who want to become teachers. In this study, preservice mathematics teachers are “quasi” mathematics teachers, including undergraduate students in Mathematics education and master’s students in curriculum and teaching theory or mathematics teaching ( Tong and Yang, 2018 ; Jiang and Jiang, 2022 ). The research on preservice mathematics teachers consists of studies on the current situation, curriculum and instruction, skill training, and teaching knowledge research.…”

“…Preservice mathematics teachers are prospective teachers who will teach mathematics after graduation ( Jiang and Jiang, 2022 ). Many preservice teachers complete advanced mathematics courses with a limited interpretation of critical terms, incorrect beliefs about the nature of mathematics, and a failure to recognize that mathematics stimulates analytical thinking and creativity ( Paolucci, 2015 ).…”