Flipping Preservice Elementary Teachers’ Mathematics Anxieties

Anthony Dove; Emily Dove

Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 312–335

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with...

Examining the influence of a flipped classroom approach in mathematics

Anthony Dove; Emily Dove

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1230–1236

This study examined the influence of traditional classroom lecture compared to a flipped classroom approach on math anxiety and math achievement in a required undergraduate mathematics course for students in the elementary education program. Pre...

Topics: Mathematics, mathematics education, New Possibilities with Information Technologies, Distance/Flexible Education

How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning

Anthony Dove; Emily Dove

Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 2 (April 2017) pp. 129–141

While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students’ learning of mathematics and their...

The Challenges and Supports of Teaching Geometry in a 1:1 Classroom

Anthony Dove

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2572–2579

While schools are integrating more technology, research suggests that professional development is needed for teachers to implement technology-enhanced lessons. This study examined the challenges and supports that influenced teachers’ instructional...

The Influence of the Integration of Flipped Learning

Anthony Dove

Journal of Computers in Mathematics and Science Teaching Vol. 39, No. 3 (July 2020) pp. 231–250

As flipped learning continues to become a recognized instructional practice, professional development has become necessary to ensure the practice is implemented based on its research-informed active learning tenets. This study examined how a long...

How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students? Anxieties and Perceptions of Learning

Anthony Dove; Emily Dove

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1931–1937

While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students? learning of mathematics and their...

Topics: mathematics education, Early Childhood Education, Distance/Flexible Education

The Influence of 1:1 Environments on Student Achievement in Geometry

Anthony Dove

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3964–3969

Integration of technology into mathematics classes has generally found positive increases in engagement, motivation, and student achievement. However, little research has examined the influence of 1:1 classroom environments on student achievement...

Students’ Perceptions of Learning in a Flipped Statistics Class

Anthony Dove

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 393–398

Recently a new method of instruction, the flipped classroom, has gained national publicity. In this model, lectures are watched outside of the class and time in class is spent practicing and applying the material. Despite this publicity, little...

The Successes and Lessons Learned of Flipped Learning

Anthony Dove

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1794–1801

While flipped learning has become an accepted instructional practice, research suggests that professional development is needed to help instructors effectively implement a flipped class. This study examined how a four-day Flipped Learning...

Topics: mathematics education, faculty development, Distance/Flexible Education

Best Practices: Integrating Desmos as More Than a Calculation Tool

Anthony Dove; Ryan Smith

Society for Information Technology & Teacher Education International Conference 2024 (Mar 25, 2024) pp. 1749–1753

Desmos has become a popular online algebra system due to its ease of use and opportunities to explore a variety of mathematical concepts regardless of the delivery platform. However, how can Desmos be utilized as more than a scientific calculator or ...

Topics: mathematics education, Technology Infusion Across Educator Preparation SIG

Teachers' Scaffolding of Students' Learning of Geometry While Using a Dynamic Geometry Program

Anthony Dove; Karen Hollenbrands

International Journal of Mathematical Education in Science and Technology Vol. 45, No. 5 (2014) pp. 668–681

This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and...

Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Students' Achievement and Perceptions of Learning

Caleb Adams; Anthony Dove

PRIMUS Vol. 28, No. 6 (2018) pp. 600–615

This assessment study examined one potential instructional method for improving student learning in Calculus for majors, flipped learning, in comparison with traditional lecture-based instruction. Results suggest that participation in flipped...

Exploring Opportunities for Simulated Classroom Environments in Online Professional Development

Anthony Dove; Brooke Blanks; Matthew Dunleavy

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 248–251

The ASSET program is designed to leverage principles of learning sciences to deliver professional development for teachers through online, self-paced, competency-based education (CBE) micro-credentials that include simulated learning environments. ...

Topics: mathematics education, Distance/Flexible Education, Teaching and Learning with Emerging Technologies

Research-Based Instructional Design: It's Harder Than You Think!

Brooke Blanks; Anthony Dove; Matthew Dunleavy

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1346–1347

A primary goal of Project ASSET is to leverage principles of learning sciences to develop online, self-paced, competency-based education (CBE) micro-credentials to increase the number of highly effective educators in K-12 high-need schools in rural ...

Topics: Assessment and E-Folios, Teaching and Learning with Emerging Technologies, Workforce Education

Improving Competency Based Professional Development in Elementary Mathematics

Anthony Dove; Brooke Blanks; Matthew Dunleavy

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1340–1348

Teachers and other professionals working in rural schools often have limited access to professional development opportunities and may participate in professional learning programs that fall well outside their content expertise or professional...

Topics: mathematics education, faculty development

Exploring online professional development for enhancing elementary teachers’ mathematical skills and instructional effectiveness

Anthony Dove; Brooke Blanks; Matthew Dunleavy; Thomas Bennett

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2148–2151

Research consistently shows that professional development is necessary in improving the quality of teaching and learning. This round table will discuss the Department of Education funded the ASSET Project at Radford University related to providing...

Topics: mathematics education, faculty development, Distance/Flexible Education

Best Practices: Lessons Learned From an Online Statewide Collaborative Master's in Mathematics Education Program

Darryl Corey; Laura Jacobsen; Agida Manizade; Anthony Dove; Roofia Galeshi; Rayya Younes

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2497–2498

Professional development is the most significant tool available to directly impact the instructional effectiveness of teachers (Loucks-Horsley, et al., 1999). Loucks-Horsley, et al. (1998) identified courses as possible effective structured...

Topics: mathematics education, Distance/Flexible Education, Graduate Education & Faculty Development

Research Highlights in Technology and Teacher Education 2013

(2013) pp. 1–186

Research Highlights in Technology and Teacher Education is now in its fifth year of publication, and has become one of the most important journals for the Society for Information Technology and Teacher Education (SITE). This journal represents the...