A Framework for Examining How Mathematics Teachers Evaluate Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Smith, Ryan C.; Shin, Dongjo; Kim, Somin
Titel	A Framework for Examining How Mathematics Teachers Evaluate Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Attention; Educational Technology; Technology Uses in Education; Teaching Methods; Teacher Attitudes; Technology Integration; Secondary School Mathematics; Mathematics Instruction; Coding + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Aufmerksamkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Codierung; Programmierung
Abstract	Our mathematics cognitive technology noticing framework is based on professional noticing and curricular noticing frameworks and data collected in a study that explored how secondary mathematics teachers evaluate technology. Our participants displayed three categories of noticing: attention to features of technology, interpretation of the features, and response to these features. We believe this framework can potentially allow researchers to document the evolution of teachers' evaluation of mathematical cognitive technologies and examine how the inclusion or exclusion of particular features of technology influences their evaluation and subsequent selection of technology. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01