東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining the Perceived Impact of Te...

Weisel, Derek.

Linked to FindBook

Google Book

Amazon

博客來

Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms./
Author:	Weisel, Derek.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286850
ISBN:	9780355053241

Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms.
Weisel, Derek.

Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 131 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2017.

The quality of mathematics instruction has been the subject of greater scrutiny as an increasing number of external measures compare American students with students internationally. Scholars and teachers agree that improvement in the quality of mathematics education in the United States is crucial to maintaining a high level of competitiveness for American students. This mandate has intensified the search for instructional techniques to help improve math achievement, and technology is often at the center of this discussion. The increased presence and diversity of digital tools in the classroom offers the opportunity to improve math instruction by allowing teachers to employ diverse instructional strategies that center around the teacher-student relationship. Technology-supported learning environments have been predicted to increase student math achievement, but research findings have been mixed. It is still too early to dismiss this approach as unsuccessful. These technologies hold tremendous promise if they can be designed and executed in a way that meets educational goals. This qualitative study investigated the perceptions of teachers as they engaged in cognitively guided instruction math activity using digital tools to support math discussions. The findings from this study help provide a more nuanced understanding of the role teacher perceptions play when using a digital tool to support math discussions. These results may serve to help schools design professional development with more practical and research-based expectations for producing change in teacher practice, ultimately leading to improvements in student math learning outcomes.

ISBN: 9780355053241Subjects--Topical Terms:

517670
Educational technology.

Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms.
LDR:02667nmm a2200301 4500 001 2127720
005 20180105074619.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355053241
035 $a (MiAaPQ)AAI10286850
035 $a AAI10286850
040 $a MiAaPQ $c MiAaPQ
100 1 $a Weisel, Derek. $3 3289889
245 1 0 $a Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Advisers: Christina Christie; Megan Franke.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2017.
520 $a The quality of mathematics instruction has been the subject of greater scrutiny as an increasing number of external measures compare American students with students internationally. Scholars and teachers agree that improvement in the quality of mathematics education in the United States is crucial to maintaining a high level of competitiveness for American students. This mandate has intensified the search for instructional techniques to help improve math achievement, and technology is often at the center of this discussion. The increased presence and diversity of digital tools in the classroom offers the opportunity to improve math instruction by allowing teachers to employ diverse instructional strategies that center around the teacher-student relationship. Technology-supported learning environments have been predicted to increase student math achievement, but research findings have been mixed. It is still too early to dismiss this approach as unsuccessful. These technologies hold tremendous promise if they can be designed and executed in a way that meets educational goals. This qualitative study investigated the perceptions of teachers as they engaged in cognitively guided instruction math activity using digital tools to support math discussions. The findings from this study help provide a more nuanced understanding of the role teacher perceptions play when using a digital tool to support math discussions. These results may serve to help schools design professional development with more practical and research-based expectations for producing change in teacher practice, ultimately leading to improvements in student math learning outcomes.
590 $a School code: 0031.
650 4 $a Educational technology. $3 517670
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
690 $a 0710
690 $a 0280
690 $a 0524
710 2 $a University of California, Los Angeles. $b Education - Leadership Program. $3 3177865
773 0 $t Dissertation Abstracts International $g 78-11A(E).
790 $a 0031
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286850