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Novice Secondary Mathematics Teachers’ Evaluation of Mathematical Cognitive Technological Tools

, Radford University, United States ; , , University of Georgia, United States ; , Texas State University, United States

CITE Journal Volume 18, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

As technology becomes more prevalent in the mathematics classroom, teachers will need to be able to effectively evaluate technological tools to use with students. In this study, the authors examined secondary mathematics teachers’ evaluation of online dynamic geometry tools. The analysis focused on the teachers’ noticing of technology; specifically, what features within the tools mathematics teachers attended to, how they interpreted these features, and in what ways they responded. Findings indicated that secondary mathematics teachers attended mostly to mathematical features of the tools and considered the tools’ ability to focus on student engagement and student thinking to be very important, as well as the ease of implementation of the tool. The secondary mathematics teachers tended to begin their evaluation by determining how the tools work and attending to its appearance and then moved toward examining the mathematical features and how they related to student thinking.

Citation

Smith, R., Shin, D., Kim, S. & Zawodniak, M. (2018). Novice Secondary Mathematics Teachers’ Evaluation of Mathematical Cognitive Technological Tools. Contemporary Issues in Technology and Teacher Education, 18(4), 606-630. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 26, 2019 from .