Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion.

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Autor/Urheber	Burrell, Marcia M; Cohn, Clayton
Titel	Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion.
Quelle	Aus: urn:nbn:de:bsz:14-qucosa-79236; qucosa:1658; Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 90 - 94. (2012) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Mathematikausbildung; Unterrichtsplanung; Einschätzung; Teacher Training; Mathematics Education; Instructional Technology; Assessment
Abstract	The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).
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