Search results for author:"Rebecca Mitchell"
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Alien Contact. Examining the influence of teacher mathematics knowledge for teaching on their implementation of a mathematical, augmented reality curricular unit
<italic>Alien Contact.</italic> Examining the influence of teacher mathematics knowledge for teaching on their implementation of a mathematical, augmented reality curricular unit (2009) pp. 1–145
This paper reports on findings from a five-teacher, exploratory case study, critically observing their implementation of a technology-intensive, augmented reality (AR) mathematics curriculum unit, along with its paper-based control. The unit itself...
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
Journal of Science Education and Technology Vol. 18, No. 1 (February 2009) pp. 7–22
The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) ...
The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features
Journal of Teacher Education Vol. 69, No. 1 (2018) pp. 69–89
Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their ...
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
Mitchell J. Nathan; Candace Walkington; Rebecca Boncoddo; Elizabeth Pier; Caroline C. Williams; Martha W. Alibali
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 182–193
Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition...