You are here:

A Framework for Mathematics Teachers' Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices with Technology Use in K-8 Classrooms
PROCEEDING

, University of Nebraska-Lincoln, United States ; , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Citation

Thomas, A. & Edson, A. (2017). A Framework for Mathematics Teachers' Evaluation of Digital Instructional Materials: Integrating Mathematics Teaching Practices with Technology Use in K-8 Classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 11-18). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Towards a practice-based theory of professional education. In L. Darling-Hammond& G. Sykes (Eds.), Teaching as the learning profession (pp. 3-22). San Francisco, CA: Jossey-Bass.
  2. Choppin, J., Carson, C., Borys, Z., Cerosaletti, C., & Gillis, R. (2014). A typology for analyzing digital curricula in mathematics education. International Journal of Education in Mathematics, Science and Technology, 2(1), 1125.
  3. Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75, 213234.
  4. Herbel-Eisenmann, B.A., Lubienski, S.T., & Id-Deen, L. (2006). Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change. Journal of Mathematics Teacher Education, 9(4), 313–345.
  5. Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT-Replacement, Amplification, and Transformation-Framework. SITE Conference Proceedings.
  6. Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale Press.
  7. Lantz-Anderson, A., Linderoth, J., & Säljö, R. (2009). What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. Instructional Science, 37(4), 325–343.
  8. Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
  9. Roschelle, J., Schechtman, N., Tatar, D., Hegedus, S., Hopkin, B., Empson, S., & Gallagher, L. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833–878.
  10. Sherin, M., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reformbased elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500.
  11. Son, J.W., & Senk, S.L. (2014). Teachers’ knowledge and the enacted curriculum. In D.R. Thompson& Z. Usiskin (Eds.), Enacted mathematics curriculum: A conceptual framework and research needs (pp. 75–95). Charlotte,
  12. Wertsch, J.V. (2007). Computer mediation, PBL, and dialogicality. Distance Education, 23(1), 105–108.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections