Dual-Language Teachers' Use of Technology to Facilitate Mathematical Discourse

Autor/inn/en	Patthoff, Adria; Castillo, Jolene; Treviño, Alejandra
Titel	Dual-Language Teachers' Use of Technology to Facilitate Mathematical Discourse
Quelle	In: Computers in the Schools, 38 (2021) 3, S.161-188 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patthoff, Adria) ORCID (Treviño, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2021.1953367
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Teacher Attitudes; Bilingual Teachers; Mathematics Instruction; Technology Uses in Education; Technology Integration; Bilingual Education; Educational Benefits; Classroom Communication; Formative Evaluation; Faculty Development; California; Texas + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bilingual teaching; Bilingualer Unterricht; Bildungsertrag; Klassengespräch; Kalifornien
Abstract	Teachers' beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers' use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers' instruction and, subsequently, student learning. This case study highlights three teachers' beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers' reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students' understanding and application of mathematical concepts, processes, and proficiencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01