ABSTRACT
Online mathematics learning is spreading among tertiary education. One of the challenges for secondary mathematics teachers is to prepare their students to learn in this new format. MOOC videos delivered online for free are one of these formats, and it is necessary to investigate how teachers’ beliefs and goals influence their choices about planning and delivering mathematics lessons that resort to this kind of resource. In this chapter, the case of Valeria illuminates important relations between a teacher’s beliefs about her students, and her attitudes towards technology.
