ANALYSIS OF MATHEMATICAL REPRESENTATIONS IN A SYNCHRONOUS ONLINE MATHEMATICS CONTENT COURSE.

This study investigates the student-created representations in a synchronous online mathematics course. Over a 15-week semester, a select group of mathematics specialists candidates took the course, MATH 613 - Algebra for K-8 Math Specialists using a 100% synchronous online format. Data collection included interactive slides and reflection paper assignments. The findings indicate that the mathematical representations included abstract, pictorial, concrete and dynamic-pictorial. Dynamic-pictorial is defined in this research as pictorial models that use the advantages of technology to move representations on the screen in a way that could not be reasonably replicated using hand held manipulatives. Implications for this research include supporting instructors of math content courses with planning and delivery of online coursework with the expectation of student-created dynamic-pictorial representations. Further research could address the variety of dynamic-pictorial representations to analyze the complexity of these representations. [ABSTRACT FROM AUTHOR]