語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Teachers' Use of Instructional Moves...
~
Miller, Susan B.
FindBook
Google Book
Amazon
博客來
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities./
作者:
Miller, Susan B.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
319 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:
Dissertation Abstracts International78-10A(E).
標題:
Mathematics education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10270262
ISBN:
9781369785272
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
Miller, Susan B.
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 319 p.
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ph.D.)--University of Colorado at Boulder, 2017.
This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices. Four teachers were studied over the course of a year as an exploratory study to build interpretive cases that described instructional practices in technology-based lessons. Teachers developed lessons using PhET simulations designed to support algebraic reasoning. Data sources included teachers' process of selecting and designing lessons, observations of teachers' non-technology and technology-based mathematical activities, and teacher interviews and reflections.
ISBN: 9781369785272Subjects--Topical Terms:
641129
Mathematics education.
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
LDR
:03690nmm a2200349 4500
001
2155839
005
20180511093052.5
008
190424s2017 ||||||||||||||||| ||eng d
020
$a
9781369785272
035
$a
(MiAaPQ)AAI10270262
035
$a
(MiAaPQ)colorado:14785
035
$a
AAI10270262
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Miller, Susan B.
$3
3343586
245
1 0
$a
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2017
300
$a
319 p.
500
$a
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500
$a
Adviser: David C. Webb.
502
$a
Thesis (Ph.D.)--University of Colorado at Boulder, 2017.
520
$a
This study investigates instructional moves by teachers in mathematics classrooms in which technology-based activities (i.e., student-oriented simulations) and features of those simulations influence classroom practices. Four teachers were studied over the course of a year as an exploratory study to build interpretive cases that described instructional practices in technology-based lessons. Teachers developed lessons using PhET simulations designed to support algebraic reasoning. Data sources included teachers' process of selecting and designing lessons, observations of teachers' non-technology and technology-based mathematical activities, and teacher interviews and reflections.
520
$a
This work was based on a conceptual framework blending the ideas of Mathematical Tasks (Stein, Smith, Henningsen, & Silver, 1998), Mathematical Pedagogical Content Knowledge (Ball, Thames, & Phelps, 2008), and Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), in which teachers' instructional practices are determined by teachers' mathematical pedagogical content knowledge, task selection and design, and use of technology.
520
$a
Results indicated that teachers see simulations as having significant benefits in the classroom. Teachers leveraged these opportunities by increasing class discussions, engaging in higher levels of thinking and reasoning, and focusing on mathematical representations. When teachers used simulations, the teachers spent less time in direct instruction, focused more on the mathematics, and focused more on investigations rather than drill-oriented tasks.
520
$a
Technology in the classroom, however, was problematic for some teachers. The very nature of students working independently with their own devices meant that student-student interactions decreased in some lessons. Furthermore, teachers' discomfort in managing technology seems to limit ongoing use.
520
$a
Specific features of the simulations that prompted instructional moves included the ability to support conceptual understanding and build student engagement. Simulations also provided a 'low floor, high ceiling,' supporting differentiation, and a dynamic responsiveness, facilitating connections between representations. On the other hand, teachers raised concerns that some features of the simulation could do the math for the students. Furthermore, the perception of simulations as being a game may impact how and when simulations are used.
520
$a
The emergent use of technology in math classrooms is under-supported. For simulations to be used in a more extensive fashion in mathematics classes, professional development and curricular materials are needed to support implementation.
590
$a
School code: 0051.
650
4
$a
Mathematics education.
$3
641129
690
$a
0280
710
2
$a
University of Colorado at Boulder.
$b
Education.
$3
1023248
773
0
$t
Dissertation Abstracts International
$g
78-10A(E).
790
$a
0051
791
$a
Ph.D.
792
$a
2017
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10270262
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9355386
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入