Teaching and Learning Mathematics Online

James P. Howard, II is a multifaceted professional with extensive experience in data science, consulting, teaching, and community service. He has previously worked as a consultant to various United States government agencies, including the Securities and Exchange Commission, the Executive Office of the President, and the Department of Homeland Security. Additionally, he served as an internal consultant on scientific computing for the Board of Governors of the Federal Reserve System.Dr. Howard is also deeply committed to education, having taught mathematics and statistics at the University of Maryland Global Campus since 2010, as well as public affairs at other institutions. His career highlights include involvement in innovative projects such as modeling the spread of infectious diseases, predicting global events, researching blockchain applications in government, and designing rescue devices for building collapse scenarios. He has authored and co‑edited several books on these subjects.John F. Beyers, PhD, is Program Chair and Professor of Mathematics and Statistics at the University of Maryland Global Campus (formerly UMUC). Dr Beyers leads a global department of 200+ faculty to serve the educational needs of over 20,000 non-traditional, underrepresented undergraduate students globally. He is responsible for new program development, curriculum planning, teaching effectiveness and Learning Outcomes Assessment. Prior to his current position, Dr Beyers was the Associate Director for the Center of Distance Education at Johns Hopkins University.Dr Beyers has an extensive academic background as a faculty member and leader of one of the largest online mathematics and statistics departments in the country. While earning a PhD in mathematics education from American University (his dissertation was the first to earn "pass with distinction" in over two decades), Dr Beyers began his career in innovative education as Research Coordinator on the NCTM Standards 2000Project, which resulted in the national standards document Principles and Standards for School Mathematics (NCTM, 2000). He later worked with post-secondary students and faculty at Johns Hopkins University’s Center for Distance Education on innovative distance education models to determine how difficult/easy is it for faculty to embed or integrate technologies into a course and in harmony with their pedagogic model.Dr Beyers has been recognized for his efforts as an innovative academic leader in higher education. In 2012, he received the UMUC Presidential Award and the University System of Maryland’s Faculty Fellowship Award from the Chancellor’s Office. In 2007, he received the Adelle F Robertson National Educator of the Year Award (UPCEA) and in 2006, he received the Alexander Charters Mid-Atlantic Region Educator of the Year Award (UPCEA).Dr Beyers has published and presented extensively on the topics of course redesign, adaptive and accelerated learning models, distance learning, and mathematics education.His current interest is focused on how adaptive learning can be used to deepen the quality of faculty-student engagement and enable development of higher order thinking skills. Dr Beyers has an extensive network of academic colleagues and adaptive learning vendors to establish an Adaptive Resources Community (ARC).

• Part 1: Course Design, Chapter 1: Teaching Cross-Listed Mathematics Courses Online, Chapter 2: What Do We Know about Student Learning from Online Mathematics Homework?, Chapter 3: Designing mathematics hybrid classrooms in high school: the case of Valeria, Chapter 4: Designing mathematics hybrid classrooms in high school: the cases of Nicoletta and Lorenza, Chapter 5: Upper-Level Mathematics and Statistics Courses Shared Across Campuses, Chapter 6: Online Statistics Teaching and Learning, Chapter 7: Statistics for Engineers, Chapter 8: Emphasizing Active Learning and Conceptual Understanding in Asynchronous and Synchronous Online Settings: Practical Strategies and Challenges, Chapter 9: The evolution of assessing content knowledge in online mathematics courses, Part 2: Student Interaction, Chapter 10: Encouraging higher-order thinking in online and hybrid mathematics and statistics courses, Chapter 11: Tools for communication and interaction in online mathematics teaching and learning, Chapter 12: Managing Students’ Mathematics Anxiety in the Context of Online Learning Environments, Chapter 13: A Face-to-Face Program of Support for Students in a Hybrid Online Developmental Mathematics Course, Chapter 14: A Practical Guide to Discussions in Online Mathematics Courses, Chapter 15: Three Cases Representing a Variety of Online, Post-Secondary Mathematics Tutoring Interactions, Chapter 16: Online Discussion Forums in Discrete Mathematics Courses: Promising Affordances, Chapter 17: A Framework for Analyzing Asynchronous Discussion Activities, Part 3: Using Technology, Chapter 18: Cognitive Load Theory and Mathematics Instruction through MOOCs, Chapter 19: Technological Pedagogical Content Knowledge for Meaningful Learning and Instrumental Orchestrations: A Case Study of a Cross Product Exploration using CalcPlot3D, Chapter 20: Enhancement of Mathematics Learning through Novel Online Tools, Chapter 21: Making Online Mathematics Method Courses Interactive and Effective with OER, Chapter 22: Developing Interactive Demonstrations for the Online Mathematics Classroom: Interactive Diagrams, Chapter 23: Effective Design and Use of Video for Learning Mathematics, Chapter 24: COVID-19 Impact on Digital Resource Use in Secondary Mathematics Instruction, Chapter 25: Using technology to support students’ meanings in single-variable calculus: Insights from iterative design-research studies, Chapter 26: Theoretical principles for the design of multimedia learning resources that stimulate students’ experience of intellectual need, Part 4: Teacher Education, Chapter 27: MOOCs for mathematics teacher education: new environments for professional development, Chapter 28: Online Mathematics "Self-Help Kiosks" to Support Pre-Service Teachers, Part 5: Commentary, Chapter 29: Online mathematics education, the good, the bad, and the general overview,

“The twenty-nine erudite contributions are deftly organized into five major sections (Course Design; Student Interactions; Using Technology; Teacher Education; Commentary) […] Exceptionally well organized and presented, Teaching and Learning Mathematics Online, 2nd Edition is unreservedly recommended for personal, professional, and college/university library Mathematics Instruction/Education collections and curriculum studies lists.”—Able Greenspan, Midwest Book Review