A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies

Autor/inn/en	Smith, Ryan; Shin, Dongjo; Kim, Somin
Titel	A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 36 (2017) 1, S.41-63 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Teaching Methods; Secondary School Teachers; Technology Uses in Education; Educational Technology; Observation; Attention; Evaluation; Pedagogical Content Knowledge; Technological Literacy; College Students; Interviews; Group Activities; Video Technology; Audio Equipment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Beobachtung; Aufmerksamkeit; Evaluierung; Pädagogische Kompetenz; Technisches Wissen; Collegestudent; Interviewing; Interviewtechnik; Gruppenaktivität; Audio-CD
Abstract	In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary mathematics teachers evaluate mathematical cognitive technology. We categorized the teachers' evaluation processes into three noticing actions: teachers' attention to features of technology, interpretation of the features, and response to these features based on their attentions and interpretations. We developed a list of activities for each of the three teacher noticing actions. We then illustrate each action and activity of our framework with examples from our work with teachers. We believe this framework can allow researchers to document the evolution of teachers' evaluation of mathematical cognitive technology and provide educators with a lens for developing teachers' ability to evaluate mathematical cognitive technology. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01