Tang, M. D. (2023). Implementing the first thoughts of technology integration in teaching mathematics for preservice teachers. The International Journal of Learning in Higher Education, 30(2), 59-75. https://doi.org/10.18848/2327-7955/CGP/v30i02/59-75 Abstract: “This study aims to implement preservice teachers’ first thoughts on the role of spreadsheets in learning specific mathematics content. The article presents…
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Uygun, T., Sendur, A., Dere, R., & Ozcakir, B. (2023). Development of TPACK with web 2.0 tools: Design-based study. European Journal of Science and Mathematics Education, 11(3), 445-465. https://doi.org/10.30935/scimath/12907 Abstract: “This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional…
Comments closedMinshew, L., & Anderson, J. (2015). Teacher efficacy in 1:1 iPad integration in middle school science and math classrooms. Contemporary Issues in Technology and Teacher Education, 15(3), 334-367. https://citejournal.org/volume-15/issue-3-15/science/teacher-self-efficacy-in-11-ipad-integration-in-middle-school-science-and-math-classrooms Abstract: “Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to…
Comments closedFlores, A., Park, J., & Bernhardt, S. A. (2016). Learning mathematics and technology through inquiry, cooperation, and communication: A learning trajectory for future mathematics teachers. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 324-352). IGI Global. http://doi.org/10.4018/978-1-5225-0120-6.ch013 Abstract: “This chapter describes…
Comments closedDick, T. P., & Burrill, G. F. (2016). Design and implementation principles for dynamic interactive mathematics technologies. In M. Niess, S. Driscoll, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 23-51). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch002 Abstract: “Design and implementation principles are described for choosing and using dynamic…
Comments closedPolly, D., Martin, C., Wang, C., Lambert, R. G., Pugalee, D. K., & Middleton, C. W. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital…
Comments closedOrrill, C. H., & Polly, D. (2016). Developing teachers’ TPACK for mathematics through professional development: The case of InterMath. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 433-462). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch017 Abstract: “In this chapter, InterMath is introduced…
Comments closedStein, D. (2016). Community college faculty perceptions of math MOOC remediation effectiveness. Available from ProQuest Dissertations & Theses Globaldatabase. (UMI No. 10140007) Abstract: “Underprepared college students take zero credit courses, extending their stay, and increase college debt which may lead to attrition (SUNY, 2015). President Obama’s Affordability Proposal reported on a college…
Comments closedGetenet, S. T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies, 22, 2629–2644. https://doi.org/10.1007/s10639-016-9566-x Abstract: “The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This…
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