Many mathematics education degree programs, especially at the graduate level, are now transitioning to an online format. There is a need to document how mathematics content and content pedagogy are assessed in an online environment. The objectives of this chapter are to document how a public higher education institution in Texas transitioned their master's degree program for mathematics teachers from a face-to-face program to an online program and how this transition impacted the assessment process related to the learning of content and pedagogical content knowledge.
Telese, J., & Chamblee, G. (2020). Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables. In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education (pp. 22–40). IGI Global. https://doi.org/10.4018/978-1-7998-1476-4.ch002
Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education