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This paper describes the use of transactional distance theory (TDT) as a conceptual framework to underpin the design and delivery of a fully online first-year mathematics education methods course to pre-service teachers. It identifies key issues evident in the mathematical literature concerning mathematics education in general and pre-service teacher mathematics education in particular. It describes the use of a course design process based on data collection and reflection, course redesign, on of design changes in a cyclical process to achieve course objectives.


School of Education

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Open Access Conference Paper

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Open Access