國立虎尾科技大學 |

Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities./
作者:	Miller, Susan B.
面頁冊數:	1 online resource (319 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369785272

Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
Miller, Susan B.

Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities. - 1 online resource (319 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices. Four teachers were studied over the course of a year as an exploratory study to build interpretive cases that described instructional practices in technology-based lessons. Teachers developed lessons using PhET simulations designed to support algebraic reasoning. Data sources included teachers' process of selecting and designing lessons, observations of teachers' non-technology and technology-based mathematical activities, and teacher interviews and reflections.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369785272Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: David C. Webb.
502 $a Thesis (Ph.D.) $c University of Colorado at Boulder $d 2017.
504 $a Includes bibliographical references
520 $a This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices. Four teachers were studied over the course of a year as an exploratory study to build interpretive cases that described instructional practices in technology-based lessons. Teachers developed lessons using PhET simulations designed to support algebraic reasoning. Data sources included teachers' process of selecting and designing lessons, observations of teachers' non-technology and technology-based mathematical activities, and teacher interviews and reflections.
520 $a This work was based on a conceptual framework blending the ideas of Mathematical Tasks (Stein, Smith, Henningsen, & Silver, 1998), Mathematical Pedagogical Content Knowledge (Ball, Thames, & Phelps, 2008), and Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), in which teachers' instructional practices are determined by teachers' mathematical pedagogical content knowledge, task selection and design, and use of technology.
520 $a Results indicated that teachers see simulations as having significant benefits in the classroom. Teachers leveraged these opportunities by increasing class discussions, engaging in higher levels of thinking and reasoning, and focusing on mathematical representations. When teachers used simulations, the teachers spent less time in direct instruction, focused more on the mathematics, and focused more on investigations rather than drill-oriented tasks.
520 $a Technology in the classroom, however, was problematic for some teachers. The very nature of students working independently with their own devices meant that student-student interactions decreased in some lessons. Furthermore, teachers' discomfort in managing technology seems to limit ongoing use.
520 $a Specific features of the simulations that prompted instructional moves included the ability to support conceptual understanding and build student engagement. Simulations also provided a 'low floor, high ceiling,' supporting differentiation, and a dynamic responsiveness, facilitating connections between representations. On the other hand, teachers raised concerns that some features of the simulation could do the math for the students. Furthermore, the perception of simulations as being a game may impact how and when simulations are used.
520 $a The emergent use of technology in math classrooms is under-supported. For simulations to be used in a more extensive fashion in mathematics classes, professional development and curricular materials are needed to support implementation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Colorado at Boulder. $b Education. $3 1179997
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10270262 $z click for full text (PQDT)