A Catalyst for Change: A Teacher's Experiences with Supplementary Curricular Materials Enriched with Interactive Simulations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Atabas, Sebnem; Whitacre, Ian
Titel	A Catalyst for Change: A Teacher's Experiences with Supplementary Curricular Materials Enriched with Interactive Simulations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Supplementary Reading Materials; Instructional Materials; Enrichment; Simulation; Middle School Teachers; Mathematics Teachers; Mathematics Instruction; Instructional Effectiveness; Learning Motivation + Suchen Sie Ihr Suchwort? Reading materials; Lesekartei; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bereicherung; Simulation program; Simulationsprogramm; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Motivation for studies; Lernmotivation
Abstract	This study aims to understand a middle school mathematics teacher's instruction and reflections on her experiences with supplementary curricular materials enriched with interactive simulations--PhET interactive simulations (sims) and sim-based materials--over two years. We conceptualize Linda's (pseudonym) teaching in terms of both thinking and doing. Regarding Linda as doer, results show significant differences in Linda's instruction, favoring sim lessons compared to non-sim lessons. Regarding Linda as thinker, results show increased attention to problems of practice related to teaching, as well as more productive framing of problems of practice. When these two findings are taken together, shifts in what Linda did and thought illustrate the potential for high-quality supplementary materials to function as a catalyst for change as we map the flow of shifts in what Linda thought and did across two years. [For the complete proceedings, see ED630210.] (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	2024/1/01