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Examining the Perceived Impact of Te...

Weisel, Derek.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Perceived Impact of Technology on Teacher-Student Math Discussions in Early Elementary Classrooms./
作者:	Weisel, Derek.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Educational technology. -
電子資源:	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.
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