Teaching and Learning Mathematics Online
暫譯: 線上數學教學與學習

在線教育已成為全球高等教育的重要組成部分。在數學和統計課程中，存在一些獨特的挑戰，這些挑戰與在線環境中數學和統計的教學與學習有關。這些挑戰與已存在的數學焦慮、數學概念理解、數學溝通以及技術的適當使用等困難深深相連。

《在線數學教學與學習》通過提供有意義且實用的解決方案來橋接這些問題，旨在在線教授數學和統計。它專注於目前在該領域工作的數學教師所觀察到的問題，這些教師努力提升自己的教學技藝並與我們的專業社群分享最佳實踐。本書提供了一套標準實踐，旨在提高在線教學和數學學習的質量。教師將從學習新的技術和內容傳遞方法中受益。

**特色**

- 基於在職教育工作者的經驗
- 吸收最新的互動遠程教育技術發展
- 專注於早期數學課程的數學教育

James P. Howard, II is a scientist at the Johns Hopkins Applied Physics Laboratory. Previously, he worked for the Board of Governors of the Federal Reserve System as an internal consultant on statistical computing. He has also been a consultant to numerous government agencies. Additionally, he has taught mathematics, statistics, and public affairs since 2010. He has a Ph.D. in public policy from the University of Maryland Baltimore County.

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).

詹姆斯·P·霍華德二世是約翰霍普金斯應用物理實驗室的科學家。之前，他曾在美國聯邦儲備系統理事會擔任內部顧問，專注於統計計算。他還曾為多個政府機構提供顧問服務。此外，自2010年以來，他一直教授數學、統計學和公共事務。他擁有馬里蘭大學巴爾的摩縣校區的公共政策博士學位。

約翰·F·貝耶斯博士是馬里蘭大學全球校區（前身為UMUC）的數學與統計學程主任及教授。貝耶斯博士領導著一個擁有200多名教職員的全球部門，以滿足超過20,000名非傳統、代表性不足的本科生的教育需求。他負責新課程的開發、課程規劃、教學效果及學習成果評估。在擔任目前職位之前，貝耶斯博士是約翰霍普金斯大學遠程教育中心的副主任。

貝耶斯博士在學術界擁有豐富的背景，曾是全國最大的在線數學和統計學系之一的教職員和領導者。在美國大學獲得數學教育博士學位期間（他的論文是二十多年來第一篇以優異成績通過的論文），貝耶斯博士作為NCTM標準2000項目的研究協調員開始了他的創新教育事業，該項目最終產生了全國標準文件《學校數學的原則與標準》（NCTM，2000）。他後來與約翰霍普金斯大學遠程教育中心的高等教育學生和教職員合作，研究創新的遠程教育模式，以確定教職員在課程中嵌入或整合技術的難易程度，以及如何與其教學模式協調。

貝耶斯博士因其作為高等教育創新學術領導者的努力而受到認可。2012年，他獲得了UMUC總統獎和馬里蘭大學系統的教職員獎學金獎。2007年，他獲得了阿黛爾·F·羅伯遜全國年度教育工作者獎（UPCEA），而在2006年，他獲得了亞歷山大·查特斯中大西洋地區年度教育工作者獎（UPCEA）。

貝耶斯博士在課程重設、自適應和加速學習模型、遠程學習和數學教育等主題上發表和展示了大量研究。

他目前的興趣集中在如何利用自適應學習來加深教職員與學生之間的互動質量，並促進高階思維技能的發展。貝耶斯博士擁有廣泛的學術同事和自適應學習供應商的網絡，以建立自適應資源社區（ARC）。