Research in Mathematics Educational Technology: Current Trends and Futrue Demands [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/inn/en	Driskell, Shannon O.; Ronau, Robert N.; Rakes, Christopher R.
Titel	Research in Mathematics Educational Technology: Current Trends and Futrue Demands [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Educational Technology; Teaching Methods; Futures (of Society); Educational Trends; Trend Analysis; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Outcomes of Education; Geometry; Databases; Meta Analysis; Educational Research; Mathematics Instruction; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Bildungsentwicklung; Trendanalyse; Pädagogische Kompetenz; Technisches Wissen; Lernleistung; Schulerfolg; Geometrie; Datenbank; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, and/or trustworthiness. [For the complete proceedings, see ED585874.] (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