Literaturnachweis - Detailanzeige
Autor/inn/en | Smith, Ryan; Shin, Dongjo; Kim, Somin |
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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 |
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 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 |