Disruptions in Meanings: Teachers' Experiences of Multiplication in "TouchTimes"

Autor/inn/en	Sinclair, Nathalie; Chorney, Sean; Günes, Canan; Bakos, Sandy
Titel	Disruptions in Meanings: Teachers' Experiences of Multiplication in "TouchTimes"
Quelle	In: ZDM: Mathematics Education, 52 (2020) 7, S.1471-1482 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01163-9
Schlagwörter	Computer Oriented Programs; Educational Technology; Computer Assisted Instruction; Mathematics Instruction; Mathematical Concepts; Multiplication; Models + Suchen Sie Ihr Suchwort? Computerprogramm; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Multiplikation; Analogiemodell
Abstract	Many studies have documented the challenges facing teachers who use digital technologies in their classrooms. This is especially true for digital technologies that offer new models or representations of school mathematics concepts. In this article, we report on a collaboration between teachers and researchers around the use of a novel touchscreen application called "TouchTimes" (TT) designed to provide new models of multiplication. Taking the application as a boundary object, we study the emergence of new meanings of multiplication that arose in group meetings during which the teachers explored TT and reported back on their classroom experiments with TT. We show how these new meanings emerged from a series of disruptions that involved not only mathematical considerations, but also material, political, social and bodily ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01