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Designing applets that instantiate effective mathematics pedagogy
ARTICLE

, , , , San Diego State University, United States

Journal of Technology and Teacher Education Volume 19, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This report describes reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The applet sequence stemmed from a cognitively demanding task used in face-to-face teacher education settings that involved placing sets of fractions on a number line. In order to bring the activity online, the instructors and programmer created interface features that attempted to instantiate some of the effective pedagogical strategies that were observed in the face to face sessions. Results from surveys conducted during both pre- and in-service teacher professional development classes indicated that the intent of many of these features did serve their intended pedagogical purposes. In particular, features such as strategic hint tools and nonjudgmental feedback enhanced users’ experiences but non-interactive aspects, such as written reflection questions, did not. These results and the accompanying design framework provide a new perspective for helping prospective and practicing teachers employ sound pedagogy when using innovative applets in their learning and, ultimately, future teaching.

Citation

Bowers, J., Bezuk, N., Aguilar, K. & Klass, S. (2011). Designing applets that instantiate effective mathematics pedagogy. Journal of Technology and Teacher Education, 19(1), 45-72. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 16, 2019 from .

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