Abstract

Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.

中文翻译：

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在线 STEM 教育中组织和实施学生学习的客观主义与建构主义之间的张力

摘要

在线课程中建构主义学习理论和客观主义学习理论之间的紧张关系意味着需要理论平衡。本文描述了在在线数学教师教育课程中组织和执行任务，以引发数学的建构主义学习。结果集中在一个概念框架上，该框架旨在阐明这种平衡，并展示学习目标、学生学习的证据和发生的教学是如何建立在教学理念宗旨之上的。