Productive Technology Use in Mathematics Explorations

2020 ◽  
Vol 113 (11) ◽  
pp. 925-930
Author(s):  
Thomas D. Coleman ◽  
Janet D. K. Walkoe
Keyword(s):  
Technology Use ◽  
Secondary Mathematics ◽  
Mathematics Classrooms ◽  
Interactive Diagrams

We investigate different ways interactive diagrams can be used in secondary mathematics classrooms.

scholarly journals An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

2020 ◽  
Author(s):  
Catherine Attard ◽  
Kathryn Holmes
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Technology Use ◽  
Online Teaching ◽  
Mathematics Learning ◽  
Secondary Mathematics ◽  
Pedagogical Practices ◽  
Alternative Methods ◽  
Learning Approaches ◽  
Mathematics Classrooms

Abstract The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

Using Technology to Engage Students with the Standards for Mathematical Practice

2015 ◽  
pp. 383-405
Author(s):  
Milan Sherman
Keyword(s):  
Teacher Education ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Future Research ◽  
Instrumental Genesis ◽  
Mathematics Classrooms ◽  
Support Students

This chapter discusses how the use of Dynamic Geometry Software (DGS) can be used to support students' engagement with the Standards for Mathematical Practice as outlined in Common Core State Standards for Mathematics (CCSS-M). In particular, the aim of this chapter is to (1) describe what students' strategic use of appropriate tools might entail in a DGS environment, and (2) argue that for students to engage in these practices in a DGS environment, they must construct meaning for and with these tools in the process of instrumental genesis. Illustrative examples are provided from three secondary mathematics classrooms, and the chapter concludes with recommendations for future research and teacher education in this area.

Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use

2021 ◽  
Vol 9 (2) ◽  
pp. 145-159
Author(s):  
Charmaine Mangram ◽  
Kathy Liu Sun
Keyword(s):  
Preservice Teachers ◽  
Digital Technology ◽  
Technology Use ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
Ease Of Use ◽  
Professional Judgment ◽  
Mathematics Methods

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.

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