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An examination of pre-service mathem...

Akcay, Ahmet Oguz.

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An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation./
Author:	Akcay, Ahmet Oguz.
Description:	249 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109522
ISBN:	9781339728063

An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation.
Akcay, Ahmet Oguz.

An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation. - 249 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ed.D.)--Duquesne University, 2016.

Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today's students have grown up in the technology era, so our education system should consider this situation before developing curriculum and instructional strategies. Technology can increase the quality of mathematical investigations, portray meaningful mathematical ideas to students and teachers from multiple perspectives, and change traditional ways of doing mathematics (NCTM, 2000). According to NCTM's Principles and Standards for School Mathematics (2000), technologies not only increase students' understanding and learning of mathematics but also help teachers make instruction more effective and meaningful for students.

ISBN: 9781339728063Subjects--Topical Terms:

641129
Mathematics education.

An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation.
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100 1 $a Akcay, Ahmet Oguz. $3 3187251
245 1 3 $a An examination of pre-service mathematics teachers' integration of technology into instructional activities using a cognitive demand perspective and levels of technology implementation.
300 $a 249 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Melissa D. Boston.
502 $a Thesis (Ed.D.)--Duquesne University, 2016.
520 $a Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today's students have grown up in the technology era, so our education system should consider this situation before developing curriculum and instructional strategies. Technology can increase the quality of mathematical investigations, portray meaningful mathematical ideas to students and teachers from multiple perspectives, and change traditional ways of doing mathematics (NCTM, 2000). According to NCTM's Principles and Standards for School Mathematics (2000), technologies not only increase students' understanding and learning of mathematics but also help teachers make instruction more effective and meaningful for students.
520 $a The purpose of this study is to explore how pre-service teachers design mathematics lesson activities that integrate technology. Specifically, the level of cognitive demands of the mathematics tasks in the technology activities: 1) created by pre-service teachers (PST) for an assignment in their elementary, middle level, and/or secondary mathematics methods course, and 2) created and used by secondary mathematics PSTs during student teaching were examined.
520 $a PSTs designed technology-based instructional activities with high-level cognitive demands, and the mean scores were increased for Described Implementation and Student Response. In these instances, elementary and secondary level PSTs were able to select technology-based tasks with high cognitive demands in greater percentages than middle level PSTs. The mean scores for Described Implementation and Expected Student Response were higher than the means for Potential of the Task for all grade levels. However the means scores for Expected Student Response were lower than the means for Described Implementation for the elementary and middle levels, and the means scores are same for the secondary level. The results also indicated that PSTs were doing very well with their own personal computer use, troubleshooting, identification of instructional practices that reflected a learner-based curriculum design, and effectively technology implementation. By the analyzing relationship between IQA rubrics scores (Potential of the Task, Describe Implementation, and Expected Student Response) and each LoTi-Digital Age levels (PCU, CIP, and LoTi), the researcher discovered that the LoTi Digital-Age scores did not correlate with the IQA scores.
590 $a School code: 0067.
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
650 4 $a Educational technology. $3 517670
690 $a 0280
690 $a 0530
690 $a 0710
710 2 $a Duquesne University. $b Instructional Technology (EdDIT). $3 1678337
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0067
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109522