Teachers' Knowledge and Beliefs about the Use of Computers in High School Mathematics PDF Download
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Author: Clifford Orindu Akujobi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 460
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Book Description
Author: Clifford Orindu Akujobi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 460
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Book Description
Author: Susan Marie Pope
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 236
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Book Description
Author: Seymour A Papert
Publisher: Basic Books
ISBN: 154167510X
Category : Education
Languages : en
Pages : 256
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Book Description
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Author: Paul Drijvers
Publisher: Springer
ISBN: 3319336665
Category : Education
Languages : en
Pages : 41
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Book Description
This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration. The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics. The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.
Author: Kathryn E. Rhoads
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 266
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Book Description
Author: Sally A. Fincher
Publisher: Cambridge University Press
ISBN: 1108755704
Category : Education
Languages : en
Pages : 1180
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Book Description
This Handbook describes the extent and shape of computing education research today. Over fifty leading researchers from academia and industry (including Google and Microsoft) have contributed chapters that together define and expand the evidence base. The foundational chapters set the field in context, articulate expertise from key disciplines, and form a practical guide for new researchers. They address what can be learned empirically, methodologically and theoretically from each area. The topic chapters explore issues that are of current interest, why they matter, and what is already known. They include discussion of motivational context, implications for practice, and open questions which might suggest future research. The authors provide an authoritative introduction to the field which is essential reading for policy makers, as well as both new and established researchers.
Author: Jonathan Lloyd Brendefur
Publisher:
ISBN:
Category :
Languages : en
Pages : 604
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Book Description
Author: M. Kathleen Heid
Publisher: IAP
ISBN: 1607529521
Category : Mathematics
Languages : en
Pages : 448
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Book Description
According to NCTM’s Principles and Standards for School mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students’ learning.” How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The first volume provides insight into what research suggests about the nature of mathematics learning in technological environments. Included in this volume are syntheses of research on technology in the learning of rational number, algebra, elementary and secondary geometry, mathematical modeling, and calculus. Additional chapters synthesize research on technology in the practice of teaching and on equity issues in the use of technology in mathematics instruction. Instead of simply reporting achievement scores of students who use technology in their learning, authors provide thoughtful analyses of bodies of research with the goal of understanding the ways in which technology affects what and how students learn. Each of the chapters in this volume is written by a team of experts whose own research has provided important guidance to the field.
Author: Sarah J. Hicks
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 179
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Book Description
Professional organizations (e.g., NCTM and NCSM) and educational leaders advocate for increased use of technology in high school mathematics. Educational researchers find that teachers' beliefs and knowledge influence use of technology and student learning (e.g., Hall & Hord, 1987, 1991; Mitchell, Bailey, & Monroe, 2007; Niess, 2005; Zbiek, Heid, Blume, & Dick, 2007; Zbiek & Hollebrands, 2008). Yet, we lack research examining what knowledge teachers need to effectively use specific technologies or how teachers enact this knowledge. Additionally, the conceptualization of teacher knowledge related to using technology in mathematics is at the early stages. Thus, the purpose of this qualitative case study was to investigate and analyze what knowledge secondary teachers draw upon as they enact a new technology (i.e., the TI-nspire[TM] calculator) in mathematics classrooms. Analysis of the data revealed: (1) Teaching with and reflecting on the use of the TI-nspire[TM] helps teachers to develop PCK with the TI-nspire[TM]. (2) Teachers may develop specific components of their pedagogical content knowledge with technology before others, and (3) teachers consider the TI-nspire[TM] a "discovery-based" mathematics learning tool and believe students investigate and learn mathematics on the handhelds when they structure learning environments to support the nature of this type of instruction. The research findings can inform the design and implementation of teacher preparation and professional development programs and ultimately improve the teaching and learning of mathematics.
Author: Helenrose Fives
Publisher: Routledge
ISBN: 113626583X
Category : Education
Languages : en
Pages : 515
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Book Description
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
