Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency

Autor/inn/en	Gunpinar, Yasemin; Pape, Stephen
Titel	Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 37 (2018) 1, S.27-52 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Educational Technology; Technology Uses in Education; Mathematics Instruction; Calculators; Algebra; Mathematical Concepts; Concept Formation; Pretests Posttests; Scores; Teaching Methods; Mathematics Skills; Video Technology; Observation; Formative Evaluation; Scaffolding (Teaching Technique); Texas + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Calculator; Rechner; Rechenmaschine; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Beobachtung
Abstract	The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially evidenced pre-test scores below 50% but the highest and lowest gain scores from pre- to posttest were selected for this study. Classroom episodes revealed differences in how these teachers created opportunities for interpretation of and translation between representations. Teachers in high-gain classes afforded students opportunities to interpret representations within real-world scenarios, use multiple representations simultaneously, and discuss translations between representations. Students and teachers in high-gain classrooms also co-constructed translations between representations. In contrast, teachers in low-gain classrooms fostered environments wherein students interpreted representations superficially, used representations independent of one another, and generally observed rather than enacted translations. (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