Small Group to Whole Group Sharing of Ideas in an Elementary Geometry Class Utilizing Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Dalton, Sara K.; Hegedus, Stephen
Titel	Small Group to Whole Group Sharing of Ideas in an Elementary Geometry Class Utilizing Technology [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Small Group Instruction; Large Group Instruction; Geometry; Elementary School Mathematics; Grade 4; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Mathematics Instruction + Suchen Sie Ihr Suchwort? Geometrie; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Mathematics lessons; Mathematikunterricht
Abstract	This research reports on data and analysis investigating the sharing of ideas and strategies from the level of a small group to the level of the whole class (and vice versa) in a fourth grade mathematics classroom utilizing digital technology. This research takes a sociocultural perspective positioning meaning and learning as shaped by mediational means which can drive or suppress the transition of ideas and strategies from the small group to the whole class and vice versa. The three potential mediational forces are: social, technological, and pedagogical. The digital technology of focus is a research version of Sketchpad® Explorer on the iPad. Using this specific technology, in conjunction with connectivity, students can interact with and manipulate dynamic constructions in a small group that can then be sent to a shared classroom space to be analyzed and discussed at the level of the whole class. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01